Search

Copyright of Canadian Journal of Disability Studies is the property of Canadian Disability Studies Association 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.)

For years, women's access to and consumption of quality education has been the outcry of the feminist movement and modern-day development initiatives like the Millennium Development Goals and the Sustainable Development Goals. Even with progress such as the introduction of free elementary and secondary education, the gender gap nevertheless widens at higher levels of education (tertiary levels). This is evident in Uganda where men tend to achieve higher levels of educational qualifications than women. This study, therefore, aims at establishing the extent to which women's educational achievement influences their voices during parliamentary deliberations. By employing a qualitative phenomenological and retrospective research design, women's voices in two bills are analysed. Additionally, one-on-one interviews were carried out with long-serving Ugandan parliamentarians to identify their opinions on the influence of women's educational achievement on their voices during legislative deliberations in parliament. Findings reveal that education as a whole, and most importantly higher levels of tertiary education, significantly influenced the voices of women legislators. As such, the study appreciates the need for the provision of alternative educational options to enhance women's voices in parliament. [ABSTRACT FROM AUTHOR]

Copyright of Revue d'Économie Régionale & urbaine is the property of Librairie Armand Colin 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.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher 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.)

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'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.)

The present study deals with a chronic disorder of written language development known as dyslexia. The delay in the diagnosis of this disorder hinders the learning process and lowers the student's success and academic progress on which his future depends. This work is undertaken to try to answer the general question thus formulated: is there a correlation between dyslexia and academic success? [ABSTRACT FROM AUTHOR]

Many pedagogies and pedagogical practices recommend the use of cooperative organizations of student work. This orientation towards greater sociality is motivated by the educational project of contributing to the success and well-being of everyone. However, the traditions in this area are old and different cultures have emerged. This theoretical article attempts to bring together two conceptions of school cooperation: cooperative learning (apprentissage coopératif) and cooperative pedagogies (pédagogies coopératives). While the first rather prioritizes the development of cooperative skills, to learn to cooperate, the second comes in various forms through devices that mostly seek to have students learn by cooperating. In addition to real structural differences, these approaches appear both rigorously thought out and complementary to think about the place of relationships in pedagogy. [ABSTRACT FROM AUTHOR]

Copyright of Revue Académique des Études Sociales et Humaines is the property of Hassif Benbouali University of Chlef 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.)

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.

Résumé : L’objectif de cet article était de mettre en relation les difficultés de lecture et la réussite scolaire des élèves de Kinshasa. Pour ce faire, une échelle d’autoperception de la lecture a été administrée à 114 élèves de cinquième et sixième primaire de différentes directions du Groupe Scolaire de Mont-Amba. A côté de cette échelle, nous avons recouru au palmarès des points au premier trimestre pour obtenir les notes scolaires des sujets de l’étude. Les résultats à l’échelle d’auto-perception nous ont permis de distinguer deux groupes de sujets : sujets ayant des difficultés de lecture et ceux n’ayant aucune difficulté de lecture. La comparaison des notes scolaires de ces deux groupes a révélé que les sujets ayant des difficultés de lecture avaient des notes scolaires statistiquement inférieures à celles des sujets n’ayant aucune difficulté de lecture. Ces résultats attestent l’influence négative des difficultés de lecture sur les notes scolaires des sujets de l’étude

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.)

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher 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.)

Résumé : La présente étude a pour objectif de mettre en relation la qualité de l’écriture avec la réussite scolaire des élèves d’une école de la Ville de Kinshasa (en l’occurrence la deuxième direction de l’École Primaire du Groupe Scolaire du Mont-Amba). Pour ce faire, une échelle graphométrique a été administrée à un échantillon de 200 élèves du degré terminal du niveau primaire de l’école primaire du Mont-Amba. Deux groupes de sujets ont été constitués à partir des notes graphométriques : élèves dysgraphiques et élèves ayant une bonne qualité de l’écriture. En comparant les notes scolaires de ces deux groupes, il a été constaté que les élèves dysgraphiques ayant des résultats scolaires statistiquement inférieurs à ceux des élèves ayant une bonne graphie. Ces résultats ont permis de conclure à une influence positive de la qualité de l’écriture sur la réussite scolaire des élèves.

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher 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.)

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.)

Copyright of Revista Espiga is the property of Revista Espiga 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.)

Cet article vise à proposer une consolidation du domaine de la sociologie de l’évaluation scolaire, dans la suite des efforts entrepris en ce sens dans les années 1990. La mise à jour de ce domaine est cruciale, entre autres pour comprendre les changements survenus dans les pratiques d’évaluation des apprentissages des élèves à la suite de la mise en place de la nouvelle gestion publique. Pour ce faire, nous proposons une synthèse des connaissances adossée à l’analyse de 59 textes en français entretenant des liens étroits avec une sociologie de l’évaluation scolaire. Notre analyse fait ressortir quatre catégories d’enjeux sociologiques découlant de cette littérature : 1) la fonction formative de l’évaluation et la progression des apprentissages ; 2) l’évaluation d’un savoir agir et l’adaptation aux contextes complexes ; 3) l’évaluation externe et standardisée, et la fabrication des résultats mesurables ; et 4) l’évaluation comme matérialisation des normes d’excellence et la démocratisation de la réussite scolaire. Nous concluons avec la présentation de perspectives de recherche qui favoriseraient la consolidation de ce domaine.

In this article, we propose a consolidation in the field of sociology of classroom assessment, continuing the efforts made in this direction in the 1990s. Updating this field is crucial in order to better understand, among other things, the changes that have occurred in student learning assessment practices following the implementation of the New Public Management. We offer a literature review of 59 French-language articles closely related to the sociology of classroom assessment. Our analysis highlights four categories of sociological issues arising from this literature: 1) the instructive function of assessment and progression of learning; 2) the assessment of ability to act and adaptation to complex contexts; 3) external and standardized assessment and producing measurable results; and 4) assessment as the manifestation of norms of excellence and the democratization of schooling success. We conclude with a presentation of research perspectives that would promote the consolidation of this field.

Copyright of Mesure et Évaluation en Éducation is the property of ADMEE-Canada 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.)

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'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.)

Copyright of Innovar: Revista de Ciencias Administrativas y Sociales is the property of Universidad Nacional de Colombia 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.)

Chinese educational system is comprised of school, family and community, and coordination between school and family is the context for school management. Family education is the foundation of personal development with advantage in education time, content and techniques. This study chooses different school districts with different socio-cultural and economic backgrounds to compare and study the ways of parental involvement in different school districts and its impact on children's STEM achievements in mathematics and science. In addition, the study also discussed the influence of parental involvement on children's mathematics, physics, biology and geography in different family social economic status (SES) school districts. Generally speaking, parents' expectations ranked first among the four areas, followed by parents' communication, while school participation lies in the lowest. The lowest SES districts use the most parental control methods, and the highest SES area uses the most parental communication methods. The top two areas of SES use the most school communication methods. Furthermore, compared with girls, parents' school participation has a significant negative impact on boys in the highest and lowest areas. Family communication has more influence on girls than boys. In school communication, it has the least impact on boys and girls. [ABSTRACT FROM AUTHOR]

Abstract Objective This longitudinal study examines school achievement in terms of grade failures among deaf children ten years after cochlear implantation according to the children's age, language skills, intelligibility and parental socio-educational status. Methods The participants were 50 deaf children, the mean age at implantation was 3,7 years, with a standard deviation of 1,3 years. Data were collected at two time points: 5 and 10 years after implantation (CI+5 and CI+10). Results Results showed that at CI+10 only 18% of the subjects were in the expected class for their age. Early cochlear implantation, a high level of parental education, good speech intelligibility and language skills in comprehension and expression at CI+5 and CI+10 improved school achievement at CI+10. A logistic regression suggested that parental education and age at implantation were predictive factors for grade failure. Conclusion These results indicate that early cochlear implantation and high parental education levels are protective factors against schooling delays in deaf children after cochlear implantation. [ABSTRACT FROM AUTHOR]

This study is aimed to determine the relationships between the level of reading comprehension of the students and their academic performance. A descriptive study and a correlational statistical analysis are carried out. The Reading Competency Test for High School was applied to students of both sexes among ages of 13 and 14 of the ninth grade of basic education of a public educational institution. From the descriptive analysis the students present difficulties at a textual, inferential and contextual level; in the correlational analysis of the data of the different subjects (natural sciences, social sciences, Spanish language and mathematics) they have a positive significant correlation, but it does not necessarily mean the existence of a cause-effect relationship. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals 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.)

Objective: Our objective is to compare the results of the students of the rising classes with the oral jury and those of the finalists to the central jury of the private and public MFIs of the city of Mbuji-Mayi. Methodology: In order to collect the data on the ground, we used the document analysis technique. The checklist was the measuring instrument used to record the data relating to our research. To carry out the study, we collected our data retrospectively. We traveled in different directions of the GTI under study in order to take the scores obtained by the students. We also consulted the charts submitted by these schools to the provincial MGI/EMI coordination office in order to verify the authentication of the results obtained in the schools. Results: A statistically significant difference in the scores of fourth-grade students in the two categories of GTI (Student's t = 6,034, p <0.001). While comparing mean scores in rising promotions, the differences observed are not statistically significant. Conclusion: We have come to the end of this work. The main objective was to compare the averages of the scores obtained by the students of the public sector GIS and those of the private sector. We found that the difference in pupil averages for pupils in these two categories was not significant for the rising classes, ie first, second and third A2. Whereas the difference between the averages of the finalist student scores (grade 4 A2) was significant. Public sector students performed better than their private sector counterparts, at 81% versus 19%. We have attributed the superiority of the averages of public sector students to the educational assets of public sector schools. In particular: well-equipped technical rooms, recruitment of qualified courses, respect for the program, teaching materials, discipline at school, compliance with the recruitment conditions defined by the 6th Directorate of Health Sciences Education. [ABSTRACT FROM AUTHOR]

How accomplished does one need to be to compete in the Canadian cognitive psychology job market? We looked at the publication record of everyone who was hired as an assistant professor in Canadian cognitive psychology divisions with PhD programs between 2006 and 2016 (N = 64). Individuals who were hired from 2006 to 2011 averaged 10 journal-article publications up to and including the year they were hired. However, this number increased by 57% to 18 publications between 2012 and 2016. Notably, this increase (a) occurred despite an increase in the number of positions since 2010, (b) was not restricted to top-ranked institutions, (c) did not come at the cost of decreasing quality in research (based on citations), and (d) was not driven by longer postdoctoral fellowships. To supply context, we obtained data on the publication records of 98 eminent and early-career award-winning cognitive psychologists when they obtained their first faculty positions. The correlation between year of hire and publication number in the full sample was strongly positive (r = .47) and driven primarily by a substantial increase in recent years, which suggests that the increasingly competitive job market is not specific to Canada. Finally, we found that behaviour (as opposed to neuroscience) researchers and those who obtained their PhDs from Canadian universities may be at particular risk in the job market. At a time when increasing numbers of PhDs are graduating from cognitive psychology programs, it has likely never been more difficult to obtain a faculty position. [ABSTRACT FROM AUTHOR]

Une étude documentaire comparée du contenu des programmes successifs de formation professionnelle initiale des instituteurs de la RDC, titulaires de classes primaires ordinaires a montré qu'ils n'étaient préparés à aider les élèves qui éprouvent des difficultés d'apprentissage de la lecture. Cette lacune est apparue comme un besoin de formation à satisfaire. Partant de ce constat, nous présentons dans cet article la nécessité et les objectifs d'incorporer la dimension orthopédagogique dans la formation professionnelle des instituteurs suivis de quelques éléments d'orthopédagogie de la lecture rassemblés à partir d'une revue de la littérature. Ces éléments ainsi que la démarche corrective de quelques catégories de fautes de lecture ont servi à une formation expérimentale continue qui a conduit au renforcement de la compétence de participants dans la détection et l'identification des fautes et à l'entraînement à la lecture. [ABSTRACT FROM AUTHOR]

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.)