Δευτέρα, 25 Οκτωβρίου 2010

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Κυριακή, 24 Οκτωβρίου 2010

Διαβούλευση Ν.πλαίσιο και Κυριακάτικος Τύπος

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Πέμπτη, 21 Οκτωβρίου 2010

Distances et savoirs

Distances et savoirs

Vol.8, n°2, 2010

Formation à distance : Principe de provocation et innovations



* Entre présence et absence La FAD comme principe de provocation, Geneviève Jacquinot-Delaunay
* Note pour une contribution au débat sur la FOAD « provocatrice », Nicolas Balacheff
* Introduction aux deux articles sur le thème : Recherche, insertion dans les pratiques à distance, Elisabeth Fichez
* Quel paysage conceptuel pour l'acte éducatif aujourd'hui ?, Elisabeth Fichez
* TICE et pluralité disciplinaire Un exemple avec le programme res@tice de l'Agence universitaire de la francophonie, Didier Oillo
* Quelles évolutions des professionnalités dans le contexte de l'enseignement supérieur en ligne ? Quelques réflexions, Georges-Louis Baron
* Formation à distance : dispositifs techniques Structuration organisationnelle, spatiale et temporelle des environnements, Éric Bruillard
* Dispositifs techniques pour l'éducation, la formation et l'apprentissage Point de vue des industriels sur les évolutions, Bernard Blandin
* The role of publishing: support for action research, Paul Kawachi
* Les usages d'un cahier de texte en ligne Cas de l'ENT Lorrain, l'environnement PLACE, Isabelle Cherqui-Houot et al.
* Créer de la présence à distance en e-learning Cadre théorique, définition, et dimensions clés, Annie Jézégou
* À la recherche d'un consensus sur l'identité et le fonctionnement des normes e-learning, Mokhtar Ben Henda

http://www.cairn.info/revue-distances-et-savoirs-2010-2.htm

Recherches en didactique des sciences et des technologies (RDST)

Recherches en didactique des sciences et des technologies (RDST)

N°1, 2010

Opinions et savoirs

Dossier

* Opinions et savoirs : positionnements épistémologiques et questions didactiques, Yves Girault et Yann Lhoste
* Les opinions vulnérables, tremplin vers le savoir, Jean-Yves Cariou
* Idées et raisons sur les coquilles fossiles : étude épistémologique comparée entre une situation d débat à l'école primaire et une controverse historique, Patricia Crépin-Obert
* Métaphore du programme génétique et problématisation de la différenciation cellulaire au cours du développement embryonnaire par les élèves de première scientifique, Julie Gobert
* Du bon usage des controverses, Michel Fabre
* Connaissances épistémologiques et construction d'une opinion documentée et raison sur les nanotechnologies, Virginie Albe et Adel Bouras
* Discours de chercheurs autour d'une controverse socioscientifique, Grégoire Molinatti
* Sciences et idéologies, Guy Rumelhard
* Interaction entre connaissances scientifiques et valeurs dans les conceptions d'enseignants français sur le déterminisme génétique des comportements humains, Jérémy Castéra et Pierre Clément

Varia

* Appropriation de nouvelles ressources d'enseignement par des professeurs de physique-Chimie en seconde, Laurent Jeannin, Laurent Veillard et Andrée Tiberghien
* Modélisation et registressémiotiques: exemple d'étude de manuels de physqiues de erminale, Fernand Malonga Moungabio et Daniel Beaufils

Compte rendu d'innovation

* Les nanotechnologies au lycée, une ingénierie d'éducation citoyenne des sciences, Nathalie Panissal, Emmanuel Brossais et Christophe Vieu

http://www.inrp.fr/editions/revues/recherches-en-didactiques-des-sciences-et-des-technologies

Revue internationale d'éducation de Sèvres

Revue internationale d'éducation de Sèvres

N°54, septembre 2010

Palmarès et classements en éducation

Dossier coordonné par Michel Lussault

* Palmarès et classements : la formation et la recherche sous tension, Michel Lussault
* Faces visibles et cachées des classements internationaux : Une tentative de modélisation des tensions dans l’enseignement obligatoire, Jean-Marie De Ketele
* Qu'apprend-on vraiment de Pisa ? Sociologie de la réception d’une enquête internationale dans trois pays européens (2001-2008) , Xavier Pons
* Les palmarès d’établissements et leur usage : Les différences entre l’Angleterre et l’Écosse, Graham Donaldson
* L’Indice composite d’apprentissage : au-delà d’un classement des villes "intelligentes", Jarrett Laughlin, Marc Lachance
* Classements, indicateurs et politiques éducatives en France, Jean-Richard Cytermann
* Faces visibles et cachées des classements internationaux : Une tentative de modélisation des tensions dans l’enseignement supérieur, Jean-Marie De Ketele
* Étude de la mondialisation des classements universitaires : Projets, programmes et transformations sociales, Susan L. Robertson, Kris Olds
* Réflexions sur un classement international des établissements universitaires africains, Abdou Karim Ndoye
* L’impact de l’Exzellenzinitiative en Allemagne, Dagmar Simon
* Le projet de classement européen des établissements d’enseignement supérieur U-Multirank, Ghislaine Filliatreau, Philippe Vidal

http://www.ciep.fr/ries/ries54b.php

European Journal for Research on the Education and Learning of Adults (RELA)

European Journal for Research on the Education and Learning of Adults (RELA)

Vol. 1, n° 1 et 2, octobre 2010

Envisioning future research on the education and learning of adults



* Editorial: Envisioning future research on the education and learning of adults, Andreas Fejes and Henning Salling Olesen
* Is there still a place for social emancipation in public policies? Envisioning the future of adult education in Portugal, António Fragoso and Paula Guimarães
* The role of adult educators towards (potential) participants and their contribution to increasing participation in adult education - insights into existing research, Aiga von Hippel and Rudolf Tippelt
* On the incommensurability of adult education researchers’ worlds, Mieczysław Malewski
* Riding the lines of flight, Robin Usher
* Workplace ‘learning’ and adult education. Messy objects, blurry maps and making difference, Tara Fenwick
* Invisible colleges in the adult education research world, Staffan Larsson
* Aggression, recognition and qualification. On the social psychology of adult education in everyday life, Kirsten Weber
* A democracy we can eat: a livelihoods approach to TVET policy andprovision, Astrid von Kotze

http://www.rela.ep.liu.se/current_issue/rela_vol1_no1-2_2010.pdf

Intenational Journal of Qualitative Studies in Education

International Journal of Qualitative Studies in Education

Vol. 23, n°6, novembre 2010



* Homophobia and heterosexism in a college of education: a culture of fear, a culture of silence, Corrine Wickens, Jennifer Sandlin
* Family obligations in Micronesian cultures: implications for educators, Katherine Ratliffe
* Commentary on 'Family obligations in Micronesian cultures: implications for educators', Russell Bishop
* Latin@ advocacy in the hyphen: faculty identity and commitment in a Hispanic-serving institution, Elizabeth Murakami-Ramalho, Anne-Marie Nunez, Kimberley Cuero
* Explorations in using arts-based self-study methods, Anastasia Samaras
* 'We are so over pharaohs and pyramids!' Re-presenting the othered lives with young people through an international studies program, Mimi Miyoung Lee
* The methodological dilemma: creative, critical and collaborative approaches to qualitative research, Kate Cairns

http://www.informaworld.com/smpp/title~db=all~content=g927628824

Journal of Curriculum Studies

Journal of Curriculum Studies

Vol.42, n°5, octobre 2010
National History and Beyond—Part Three



* Facilitated dialogues with teachers in conflict-ridden areas: in search of pedagogical openings that move beyond the paralysing effects of perpetrator-victim narratives, Zvi Bekerman, Michalinos Zembylas
* The cultural pedagogy of errors: teacher Wang's homework practice in teaching geometric proofs, Yanping Fang
* Curriculum policy in Portugal (1995-2007): global agendas and regional and national reconfigurations, Antonio Teodoro, Elsa Estrela
* Switzerland and the Holocaust: teaching contested history, Bernhard Schar, Vera Sperisen
* The place of 'New Zealand' in the New Zealand history curriculum, Mark Sheehan
* History at the mercy of politicians and ideologies: Germany, England, and the Netherlands in the 19th and 20th centuries, Arie Wilschut

http://www.informaworld.com/smpp/title~db=all~content=g927642489

Journal of Education Policy

Journal of Education Policy

Vol.25, n°5, septembre 2010



* Accountability in American education as a rhetoric and a technology of governmentality, Tatiana Suspitsyna
* Academic freedom, university governance and the state: the Commission of Inquiry into the Hong Kong Institute of Education, Paul Morris
* Implementing a large-scale reform in secondary schools: the role of the consultant within England's Secondary National Strategy, David Hagen Cameron
* The growth of international students and economic development: friends or foes?, Nick Adnett
* Maggie's day: a small-scale analysis of English education policy, Pat Thomson, Christine Hall, Ken Jones
* Setting responsible pathways: the politics of responsibilisation, Harry Joseph Savelsberg
* Here and now: the attendance issue in Indigenous early childhood education, Anthea Taylor


http://www.informaworld.com/smpp/title~db=all~content=g927670747

Oxford Review of Education

Oxford Review of Education

Vol. 36, n°5, octobre 2010

Political and philosophical perspectives on education. Part 1



* Political and philosophical perspectives on education. Part 1, Christopher Brooke, Elizabeth Frazer
* Socrates, Plato, Eros and liberal education, Mark McPherran
* Aristotle's educational politics and the Aristotelian renaissance in philosophy of education, Randall Curren
* Philosophy and education in Stoicism of the Roman Imperial era, G. Reydams-Schils
* Medieval theories of education: Hugh of St Victor and John of Salisbury, Brian FitzGerald
* Education, Erasmian humanism and More's Utopia, John Parrish
* Teaching the Leviathan: Thomas Hobbes on education, Teresa Bejan
* Locke on education and the rights of parents, Alex Tuckness


http://www.informaworld.com/smpp/title~db=all~content=g927642533

Educational Studies in Mathematics

Educational Studies in Mathematics

Vol. 75, n°2, novembre 2010



* Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions, Vicenç Font, Janete Bolite, Jorge Acevedo
* Comparing theoretical perspectives in describing mathematics departments: complexity and activity, Kim Beswick, Anne Watson, Els De Geest
* Instructional responsibility in mathematics education: modelling classroom teaching using Swedish data, Åse Hansson
* Types of reasoning in 3D geometry thinking and their relation with spatial ability, Marios Pittalis, Constantinos Christou
* The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom, Paul Drijvers, Michiel Doorman, Peter Boon, Helen Reed, Koeno Gravemeijer

http://www.springerlink.com/content/0013-1954/75/2/

Paedagogica Historica

Paedagogica Historica

Vol. 46, n°5, novembre 2010



* Artist as educator? Assessing the pedagogic role of folly in the early work of the Anglo-Swiss artist Henry Fuseli (1741–1825), Hester Camilla Smith
* Pedagogical conferences and stillborn professionalism among nineteenth century instituteurs, 1830–1848, Nicholas Toloudis
* Whoever can speak, can sing, Lynn M. Sargeant
* A field of desire: visions of education in selected Australian silent films, Josephine May
* “One man one job”: the marriage ban and the employment of women teachers in Irish primary schools, Jennifer Redmond; Judith Harford
* Putting education in its place: mapping the observations of Danish and English architects on 1950s school design, Catherine Burke

http://www.informaworld.com/smpp/title~db=all~content=g927336631

Cambridge Journal of Education

Cambridge Journal of Education

Vol. 40, n°3, septembre 2010



* Addressing issues of religious difference through values education: an Islam instance, Terence Lovat, Neville Clement, Kerry Dally, Ron Toomey
* A horizontal approach to school transitions: a lesson learned from Finnish 15-year-olds, Janne Pietarinen, Kirsi Pyhalto, Tiina Soini
* Contextual challenges of implementing learner-centred pedagogy: the case of the problem-solving approach in Uganda, Leah Sikoyo
* Critique in academic disciplines and active learning of academic content, Michael Ford
* Do we need more scientists? A long-term view of patterns of participation in UK undergraduate science programmes, Emma Smith
* Blurring the boundaries: connecting research, practice and professional learning, Helen Hedges


http://www.informaworld.com/smpp/title~db=all~content=g927943379

Higher Education

Higher Education

Vol. 60, n°6, décembre 2010



* Cleaning the slate? School choice and educational outcomes in Spain, Cecilia Albert, Carlos García-Serrano
* Policy internationalization, national variety and governance: global models and network power in higher education states, Roger King
* Internationalising the content of higher education: the need for a curriculum perspective, Lennart Svensson, Monne Wihlborg
* A comparative study of research capabilities of East Asian countries and implications for Vietnam, P. Hien
* Some implications of ‘public/private’ space for professional identities in higher education, Celia Whitchurch
* Academisation of nursing education in the Nordic Countries, Anne Laiho
* From ‘financial considerations’ to ‘poverty’: towards a reconceptualisation of the role of finances in higher education student drop out, Mignonne Breier


http://www.springerlink.com/content/0018-1560/60/6/

British Journal of Educational Technology (BJET)

British Journal of Educational Technology (BJET)

Vol. 41, n°6, novembre 2010



* Using structural equation modelling (SEM) in educational technology research: Issues and guidelines, Timothy Teo
* Gender differences in the intention to use technology: A measurement invariance analysis, Timothy Teo
* Asia–Pacific research and publication in BJET: a progress report, Colin Latchem
* Brain training in schools, where is the evidence?, Robert H Logie, Sergio Della Sala
* Towards a strategic approach to the introduction of blended learning: Challenges faced and lessons learned, Vladlena Benson, Deborah Anderson
* The analysis of effectiveness on ‘transfer’ through e-learning courses in industry and technology, Sun-Hee Park, Hyeon-Ae Sim, Hye-Lan Roh
* Supporting printed books with multimedia: A new way to use mobile technology for learning, Selçuk Özdemir
* Implementing an ICT curriculum in a decentralised policy context: Description of ICT practices in three Flemish primary schools, Ruben Vanderlinde, Johan Van Braak
* Facebook as a formal instructional environment, Bahar Baran
* A structural equation modelling of factors influencing student teachers' satisfaction with e-learning, Timothy Teo
* A cost-effective classroom response system, Paul Costello
* Vocational students with severe learning difficulties learning on the Internet, Andreja Istenic Starcic, Mirja Niskala


http://onlinelibrary.wiley.com/.../%28ISSN%291467-8535

ICICKM 2010 - 7th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning

ICICKM 2010 - 7th International Conference on Intellectual Capital, Knowledge Management & Organisational Learning

11-11-2010 - 12-11-2010

Hong Kong

Organisation :
Knowledge Management Research Centre of The Hong Kong Polytechnic University, en collaboration avec Academic Conferences International (ACI)

Programme :
Today, knowledge and intellectual capital plays a principal role in the delivery of corporate performance. This importance is reflected in the fact that companies, without the force of any regulations, start to measure their knowledge and intellectual capital, they even produce and externally publish intellectual capital statements; accounting guidelines are being developed and standards are being questioned and reviewed; and governments are beginning to measure the intellectual capital of cities, regions, and countries. Companies and investors alike are trying to measure their intellectual capital and the value of knowledge. However, it seems as if the field has reached a point of maturity where we need to address issues around taxonomies and research methodology. In a recent special issue of a leading journal in the field (Marr & Chatzkel, 2004) these issues were highlighted. The concept of knowledge or intellectual capital is often poorly defined and is addressed from multiple disciplinary perspectives which all give it slightly different meanings.



The conference committee welcomes contributions on a wide range of topics using a range of scholarly approaches including theoretical and empirical papers employing qualitative, quantitative and critical methods.
Case studies and work-in-progress/posters are welcomed approaches. PhD Research, proposals for roundtable discussions, non-academic contributions and product demonstrations based on the main themes are also invited.


Keynote speakers:
- Stephen Selby, Director of Intellectual Property Department of HKSAR Government, Hong Kong, China
“Selling the ICM Concept to the Community”

- Leif Edvinsson, The Hong Kong Polytechnic University, Hong Kong, China
“The rising intellectual capital in China -what causes the phenomenological economic potential and growth”

In addition to the main conference, submissions are welcomed to four mini tracks: Communities of practice, the role of leaders and managers in the process of creativity and innovation, chaired by Nima Fallah, University of Strasbourg, France and Risk Knowledge Management, chaired by Eduardo Rodriguez, IQAnalytics, Ottawa, Canada and UNAD Colombia and Inter-organisational learning chaired by Esra Bektas, Delft University of Technology, The Netherlands and Crossing the Chasm: Moving IC into the Business Mainstream chaired by Mary Adams, Trek Consulting, Massachusetts, USA.


URL : http://www.academic-conferences.org/.../icickm10-home.htm

EQAF 2010 - 5th European Quality Assurance Forum - Building Bridges: Making sense of QA in European, national and institutional contexts

ate : 18-11-2010 - 20-11-2010

Lyon

Organisation : European University Association (EUA)
Co-organised by ENQA, ESU and EURASHE and supported by the Lifelong Learning Programme of the European Commission
Hosted by University Claude Bernard Lyon I, France

Programme :
The fifth EQAF provides a unique platform for the higher education and QA communities to follow, shape and anticipate developments in the area. The main purpose of the event is to foster a dialogue on quality assurance that bridges national boundaries and leads to a truly European discussion on QA in higher education (notably through the Bologna process higher education reforms), and to create a common European understanding of QA through a dialogue among different stakeholder groups.



The theme of this year’s Forum is “Building Bridges: Making sense of QA in European, national and institutional contexts”.
Through plenary and parallel sessions, the discussion will focus on the grass roots level of quality assurance in the context of the ongoing development of the European Higher Education Area.

Conference Objectives:

The 2010 Forum will seek to examine how quality assurance tools and processes implemented at institutional and agency level:
*
relate to European and national level policy discussions and decisions, and
*
interact with and support institutional quality assurance frameworks and quality culture.


Programme:

- Official Opening and Plenary Session I: Is there a European Dimension to QA?
This session will settle the stage for the EQAF 2010 by discussing the nature of the European dimension and how it is manifested in the daily quality assurance and enhancement practices.
“One fleet, many ships, same destination”, by Peter Williams, former QAA Chief Executive and former president of ENQA, United Kingdom

- Plenary Session II: Taking stock of institutional QA processes in Europe
This session will examine institutional QA processes across Europe, and how they can be articulated with the development of a quality culture.
“Mapping internal quality assurance practices in Europe: results of a survey”, by Tia Loukkola, Head of Unit, EUA

- Plenary session III: Learning outcomes – exploring the challenges to QA
What is the link between the learning outcomes, as described and used nowadays, and quality assurance? Whereas in some countries the learning outcomes are taken as a legislative basis for shaping the higher education landscape, this session will address practical issues to be faced on the field.
• “Exploring learning outcomes”, by Volker Gehmlich, Fachhochschule Osnabrück, Germany
• “Student-centred learning: a student perspective”, by Robert Santa, ESU, Romania

- Plenary Session IV: External Quality Assurance: its role and impact
This session will discuss the role and impact of external quality assurance in the changing context.
• “The relevance of external quality assurance: an overview”, by Agi Csonka, Danish Evaluation Institute (EVA), Denmark
• “Experiences in external quality assurance exercises from various perspectives”, by Janja Komljenovic, Ministry of Higher Education, Science and Technology, Slovenia

- Plenary Session V: Closing Session
The closing session will consist of an exchange of views on the discussions held during the previous days between the presidents of ENQA, EURASHE, EUA and ESU. The discussion will be introduced and facilitated by Bjorn Stensaker, Acting Director of NIFU-STEP and academic advisor of the Forum Steering Committee.



URL : http://www.eua.be/eqaf-lyon.aspx

Discriminations à l'Ecole - Rapport relatif aux auditions sur les discriminations en milieu scolaire

Discriminations à l'Ecole - Rapport relatif aux auditions sur les discriminations en milieu scolaire

Anne REBEYROL, et al.
Ministère de l'Education nationale
09/2010

"Dans le cadre de sa politique d'égalité des chances, le ministère de l'Éducation nationale a auditionné des associations et des membres de la communauté éducative sur le thème des discriminations à l'École.
A partir de ces témoignages, le document dégage des problématiques autour des formes de discrimination issues de la perception des personnes auditionnées. L'ensemble ne constitue pas une analyse scientifique, mais contribue par sa grande richesse, à la poursuite et au renforcement des actions ministérielles de prévention contre toutes les formes de discriminations."


http://media.education.gouv.fr/file/2010/95/2/Discrimination_ecole_154952.pdf

Competition in the quality of higher education : The impact of students' mobility

Competition in the quality of higher education : The impact of students' mobility


http://www.pse.ens.fr/document/wp201027.pdf

The role of attitudes and behaviours in explaining socio-economic differences in attainment at age 16

The role of attitudes and behaviours in explaining socio-economic differences in attainment at age 16



http://www.ifs.org.uk/wps/wp1015.pdf

Nordic students abroad. Student mobility patterns, student support systems and labour market outcomes

http://helda.helsinki.fi//handle/10138/17453

Coopération universitaire pour le développement entre l'Afrique et l'Europe : Relever les défis régionaux et globaux / Africa-Europe Higher Education

Coopération universitaire pour le développement entre l'Afrique et l'Europe : Relever les défis régionaux et globaux / Africa-Europe Higher Education Cooperation for Development: Meeting Regional and Global Challenges

http://www.eua.be/.../Africa-Europe_Higher_Education_Cooperation_White_Paper.sflb.ashx

Global Education Digest 2010 : Comparing Education Statistics Across the World

Global Education Digest 2010 : Comparing Education Statistics Across the World

UNESCO report shows less than 40% of countries provide girls and boys equal access to education
Two out of three countries in the world face gender disparities in primary and secondary education and as many as half will not achieve the goal of gender parity in education by 2015, according to a new report by the UNESCO Institute for Statistics (UIS).

Published on the eve of the United Nations Millenium Summit (New York 20-22 September and 15 years after the Fourth World Conference on Women, the 2010 edition of the Global Education Digest focuses on gender and education. It reports on the progress and pitfalls in reaching the goal of eliminating gender disparities at all levels of education by 2015.
“This new data tells us that we need to re-affirm our commitment to education and gender equality,” said UNESCO Director-General, Irina Bokova. “The advances made in improving girls’ and women’s access to education and training over the past decades risk being undermined by reductions in international aid and national investments as the world struggles to cope with inter-locking crises. Yet, we all know that compromising the education of girls and women will only lead to more vulnerability and reinforce the vicious cycle of poverty.”
According to the Digest, boys and girls in only 85 countries will have equal access to primary and secondary education by 2015, if present trends continue. Seventy-two countries are not likely to reach the goal
Globally, girls are more likely to never enter primary school than boys. In South and West Asia, only about 87 girls start primary school for every 100 boys, according to UIS data. The situation is not much better in sub-Saharan Africa, where about 93 girls begin their primary education for every 100 boys, according to the regional average.
At the national level, the chances of starting primary school for boys are at least 10% greater than those for girls in Afghanistan, Benin, Cameroon, the Central African Republic, Chad, Côte d’Ivoire, the Dominican Republic, Eritrea, Ethiopia, Guinea, Mali, Niger, Pakistan, Papua New Guinea, Tuvalu and Yemen. Girls in these countries are often excluded entirely from education. UIS data reveal that households are more likely to send a boy who is past the official entry age to school than a girl.
However, once girls do gain entry to school, they are more likely than boys to successfully complete primary education. In many countries, boys tend to drop out of school more than girls. Boys are also more likely to repeat primary grades in 90 out of 113 countries reporting data. In particular, repetition rates among boys in primary school are double those for girls in the British Virgin Islands, Dominica, the Islamic Republic of Iran, Latvia and Saint Kitts and Nevis.
The situation is even more complex at secondary level. Boys have greater access than girls to secondary education in 38% of countries, while the opposite is true in 29% of countries. However, it should be stressed that disparities against girls in secondary education are more severe than those against boys. This is clearly seen in sub-Saharan Africa where disparities against girls have worsened, according to regional averages. For every 100 boys enrolled in secondary education, there were about 79 girls in 2008 compared to 82 girls in 1999.
As is the case at the primary level, once girls gain access to secondary education, they tend to complete their studies more often than boys. This pattern is widespread among middle- and high-income countries, where young women form the majority of students in upper secondary programmes that lead to university in 50 out of 69 countries reporting data. There are nearly three female students for every two males graduating from these programmes in Austria, Iceland, Luxembourg, Malaysia, Norway, Slovenia, Tajikistan, Thailand and Tunisia. In contrast, young men form the majority of vocational students in most countries.
Gender disparities are equally marked in tertiary education in all regions of the world. The only countries to achieve parity at this education level are Chile, Colombia, Guatemala, Hong Kong SAR of China, Mexico, Swaziland and Switzerland. In countries, such as Ethiopia, Eritrea, Guinea and Niger – where the GDP per capita is below PPP$ 3,000 – there are fewer than 35 female tertiary students for every 100 male students. In sub-Saharan Africa, progress has been stagnating for the last decade. On the other hand, in wealthy countries, female students clearly outnumber men as tertiary students.
In Iceland, there are almost twice as many women enrolled in tertiary education as men. In the United States and the Russian Federation, there are about 129 and 126 female students for every 100 male students, respectively. A similar pattern is found in Latin American countries, such as Argentina, Brazil and Venezuela. There are some notable exceptions to this pattern. In particular, men continue to outnumber women in tertiary education in Cyprus, Japan, Macao (China), the Republic of Korea and Turkey.
Despite the improved access to tertiary education globally, women face considerable barriers as they move up the education ladder to research careers and in the labour market. At the Bachelor’s degree level, most countries reporting data have achieved gender parity in terms of graduates. Women are more likely to pursue the next level of education, accounting for 56% of graduates with Master’s degrees. However, men surpass women in virtually all countries at the highest levels of education, accounting for 56% of all Ph.D. graduates and 71% of researchers.

http://www.uis.unesco.org/template/pdf/ged/2010/GED_2010_EN.pdf

Access of Young People to Culture

Access of Young People to Culture

Access to culture goes beyond accessing cultural products, attending spaces and receiving information, it is also about an experience of personal development and enjoyment. Apart from classic channels and institutions, youth culture channels are dynamic and often informal, and many times do not enjoy official recognition. The study on youth access to culture in Europe illustrates that the ways young people access culture as users or creators, or simply participants of a cultural experience, are various and sometimes experimental.

Following an open invitation to tender, the European Commission selected the Interarts Foundation to carry out this study.

It aimed to answer the following questions:

* What are the areas where actions aimed at fostering access of young people to culture can and have been taken?

* What are the relevant practices carried out by national authorities and other actors (NGOs, local communities, associations) in different Member States?

* What are the main obstacles that hinder young people’s access to and participation in culture?

The study uses concrete examples and practices from different sectors and parts of Europe, such as financial incentives to cultural consumption, projects using new technologies or projects engaging young people from disadvantaged backgrounds in culture.

The study illustrates inter alia the need for building bridges between school, family, youth workers and community, as well as the administrations in charge of youth, culture, education, family and social affairs and other involved actors. To that aim, it suggests strategies to be developed at all levels of governance.

http://ec.europa.eu/youth/pdf/doc1790_en.pdf

Les principes clés de la promotion de la qualité dans l’éducation inclusive. Recommandations à l’intention des responsables politiques

Les principes clés de la promotion de la qualité dans l’éducation inclusive. Recommandations à l’intention des responsables politiques

Amanda Watkins (dir.), Lucie Bauer, Zuzana Kaprova, Maria Michaelidou & Christine Pluhar

Agence européenne pour le développement de l’éducation des personnes ayant des besoins particuliers

Date : 08/2010

Tout comme l’édition précédente de la série des Principes clés, ce rapport a pour objet de mettre en avant les recommandations relatives aux aspects clés de la politique éducative qui semblent favoriser l’inclusion des élèves présentant différents types de besoins éducatifs particuliers (BEP) dans le cadre des programmes ordinaires d’enseignement. Ces recommandations constituent l’essentiel des principes favorisant l’inclusion éducative et une école pour tous. Dans tous les pays d’Europe, on observe que l’éducation inclusive – ou telle qu’elle est formulée dans la Charte du Luxembourg (1996) Une école pour tous – contribue largement à assurer les fondements de l’égalité des chances aux élèves ayant différents types de besoins particuliers dans tous les aspects de leur vie (éducation, formation professionnelle, emploi et vie sociale). La préparation de ce document repose sur une affirmation de la première édition des Principes clés : « l’éducation inclusive nécessite des systèmes éducatifs souples qui tiennent compte des besoins divers et souvent complexes des élèves pris individuellement » (p. 4).(...)

Cette étude est téléchargeable en 21 langues sur le site de l'Agence (titre de l'original : Key Principles for Promoting Quality in Inclusive Education - Recommendations for Policy Makers).

http://www.european-agency.org/publications/ereports/key-principles-for-promoting-quality-in-inclusive-education/key-principles-FR.pdf

Τετάρτη, 20 Οκτωβρίου 2010

Guide de mesure pour l'intégration des technologies de l'information et de la communication (TIC) en éducation

Guide de mesure pour l'intégration des technologies de l'information et de la communication (TIC) en éducation

"Le Partenariat sur la mesure des TIC au service du développement a été constitué dans le cadre du Sommet mondial sur la société de l’information (SMSI), à Genève (en 2003) et à Tunis (en 2005), en vue de produire des indicateurs et des données comparables pour suivre les progrès sur la voie de l’accomplissement des objectifs du SMSI. Participent à ce partenariat Eurostat, l’Union internationale des télécommunications (UIT), l’Organisation de coopération et de développement économiques (OCDE), l’Institut de statistique de l’UNESCO, quatre commissions régionales des Nations Unies (à savoir la Commission économique pour l’Afrique (CEA), la Commission économique pour l’Amérique latine et les Caraïbes (CEPALC), la Commission économique et sociale pour l’Asie et le Pacifique (CESAP) et la Commission économique et sociale pour l’Asie occidentale (CESAO)), et la Banque mondiale. La mission première de l’ISU dans ce cadre est de diriger le groupe de travail chargé d’élaborer des indicateurs sur l’usage des technologies de l’information et de la communication (TIC)dans l’éducation. L’ISU a soumis une première liste d’indicateurs sur l’usage des TIC dans l’éducation à la Commission de statistique des Nations Unies lors de sa 40e session, en février 2009.
Ce guide propose une série plus étendue d’indicateurs comparables entre pays sur l’utilisation des TIC dans l’éducation et fournit des définitions normalisées des concepts fondamentaux, des spécifications détaillées de mesure et des explications pratiques concernant l’interprétation des indicateurs. Cette nouvelle série d’indicateurs porte sur un ensemble plus vaste de domaines conceptuels, ce qui permettra de documenter les politiques à l’échelle nationale et internationale (par exemple les objectifs du SMSI, les objectifs du Millénaire pour le développement et les objectifs de l’Éducation pour tous). Ces indicateurs donnent la possibilité d’évaluer la pénétration des TIC dans les systèmes d’éducation de manière comparative et sous de multiples perspectives.
Ce manuel technique est conçu pour aider les États membres à renforcer leurs capacités et à suivre leurs progrès sur la voie de l’accomplissement de leurs objectifs nationaux dans ce domaine. Il vise également à définir des normes dans un domaine très évolutif, où les technologies induisent l’utilisation de nouveaux appareils et l’application de normes et de procédures différentes dans l’enseignement et l’apprentissage. L’ISU éditera des révisions systématiques de ce guide afin d’y refléter cette évolution technologique."

http://unesdoc.unesco.org/images/0018/001894/189490f.pdf

No Time to Waste : Policy Recommendations for Increasing College Completion

No Time to Waste : Policy Recommendations for Increasing College Completion

ATLANTA – States need to place a major focus on increasing the numbers of students who complete college degrees and career certificates — toward the goal of having 60 percent of working-age adults earning some type of high-quality credential by the year 2025, a major new report and set of recommendations from the Southern Regional Education Board urge.

No Time to Waste: Policy Recommendations for Improving College Completion, challenges states to become national leaders in increasing college completion.

"Reaching this goal will require a sea change in state policy and in how higher education operates, starting now," SREB President Dave Spence said. "Nothing less than economic and social progress in our region and across the nation is at stake."

The report includes 10 major policy recommendations for states to pursue — including setting specific and ambitious goals for raising the numbers of each degree type and graduation rates at each institution, system and statewide; better measures of progress to show education attainment levels and how various groups of students are faring, including transfer and part-time students; more attention to college costs and targeted financial aid for the neediest students; high school students’ readiness for college-level work; institutional practices that can help more students succeed; greater efficiency in institutions’ and systems’ operations; clearing an efficient path to degrees for students; bringing many more adults back to college who did not finish degrees and certificates, and more.

SREB states have between 26 percent and 44 percent of adults ages 25 to 64 with a two- or four-year college degree. Data are incomplete on the percentage of adults who hold career/technical certificates, which is one of many issues states need to address.

"We have no choice but to raise the education levels of the population substantially in the next 15 years if we want to remain economically competitive and continue to make social progress in our region," Spence said.

Many state and national leaders with varying views on higher education policy issues served on an SREB advisory panel that contributed to the report.

"Growing consensus is emerging in higher education and among governors, legislators and other leaders on the need to increase college completion in our nation — and in many respects, the actions that need to be taken," Spence said. "This report reflects that growing consensus."

The report cites Georgetown University researcher Anthony Carnevale’s estimate that states will need to increase the number of college degrees and certificates awarded each year by 3 percent to 6 percent annually to meet work-force demands.

Moving forward, SREB plans to work directly with governors, state legislative leaders, state higher education chiefs and many other leaders to help them make state policy changes that will help states continue to expand college access, serve students better and graduate more of them in reasonable amounts of time.

For more information or to speak with SREB officials about the report and to connect with leaders from your state who advised SREB on the report, contact SREB Communications.

The Southern Regional Education Board, or SREB, based in Atlanta, was created in 1948 by Southern governors and legislatures to help leaders in education and government work cooperatively to advance education and improve the social and economic life of the region. SREB has 16 member states: Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia and West Virginia. More information is available online at www.sreb.org.

http://publications.sreb.org/2010/10E10_No_Time_to_Waste.pdf

Closing the talent gap: Attracting and retaining top third graduates to a career in teaching

Closing the talent gap: Attracting and retaining top third graduates to a career in teaching

Improving teacher effectiveness to lift student achievement has become a major theme in U.S. education. Most efforts focus on improving the effectiveness of teachers already in the classroom or on retaining the best performers and dismissing the least effective. Attracting more young people with stronger academic backgrounds to teaching has received comparatively little attention.

McKinsey’s experience with school systems in more than 50 countries suggests that this is an important gap in the U.S. debate. In a new report, “Closing the Talent Gap: Attracting and Retaining Top-Third Graduates to Careers in Teaching ,” we review the experiences of the top-performing systems in the world—Singapore, Finland, and South Korea. These countries recruit, develop, and retain the leading academic talent as one of their central education strategies, and they have achieved extraordinary results. In the United States, by contrast, only 23 percent of new teachers come from the top third, and just 14 percent in high poverty schools, where the difficulty of attracting and retaining talented teachers is particularly acute. The report asks what it would take to emulate nations that pursue this strategy if the United States decided it was worthwhile.

The report also includes new market research with nearly 1,500 current top-third students and teachers. It offers the first quantitative research-based answer to the question of how the U.S. could substantially increase the portion of new teachers each year who are higher caliber graduates, and how this could be done in a cost-effective way.

http://www.mckinsey.com/App_Media/Reports/SSO/closing_the_talent_gap_september_2010.pdf

Τρίτη, 19 Οκτωβρίου 2010

Le Mouvement social

N° 232, septembre 2010
les politiques de formation, les relations sociales au sein des entreprises ...



* Nouvelles perspectives dans l’histoire de la formation professionnelle initiale et continue, Guy Brucy
* Les formations techniques et professionnelles entre l’État, la ville et le patronat : l’emploi de la taxe d’apprentissage à Lyon dans l’entre-deux-guerres, Marianne Thivend
* La promotion sociale des femmes : le retournement d’une politique de formation d’adultes au milieu des années 1960, Françoise F. Laot
* Autopsie d’une négociation. Le règlement de la grève d’avril-mai 1947 à la Régie Renault, Cyrille Sardais
* Le « patron » MGEN : un exemple de gestion salariale syndicalo-mutualiste (1946-1991), Charlotte Siney-Lange Le Matin, les affaires et la politique, 1884-1897, Dominique Pinsolle


http://www.editionsladecouverte.fr/catalogue/index-Politiques_de_la_formation_professionnelle-9782707165107.html

Net.Doc

Net.Doc

N°71, septembre 2010

Thème : L’effet de la qualité des stages sur l’insertion professionnelle: Le cas des diplômés de l’enseignement supérieur

"Les stages sont régulièrement présentés comme une condition nécessaire, si ce n’est suffisante, d’une bonne insertion sur le marché du travail. Les compétences acquises en dehors du système éducatif procureraient aux stagiaires un avantage décisif pour trouver un emploi. Des inquiétudes sont néanmoins apparues ces dernières années face à une multiplication des stages dans le parcours des étudiants, ce qui retarderait leur accès à une première activité salariée sans pour autant donner une réelle valeur professionnelle à ces expériences acquises en cours d’études. Ils permettraient de plus à certains employeurs d’ajuster leur main d’oeuvre aux variations de l’activité économique et se substitueraient aux recrutements. Quelle est la valeur professionnelle des stages suivis par les étudiants au cours de leur formation ? L’enquête Génération 2004 du Céreq permet de recueillir de manière détaillée les caractéristiques du stage le plus long effectué par le jeune (gratification, durée, contacts avec le maître de stage, lien avec les connaissances apprises en formation initiale, le type d’employeur,…). Elle confirme tout d’abord leur grande hétérogénéité. Une typologie distingue ainsi cinq grandes catégories de stages : des stages « formateurs et gratifiés », des stages « courts sans aucune gratification», des stages « de longueur moyenne avec une faible gratification », des stages « longs sans gratification» et des stages « facultatifs et plutôt longs ». Les deux premières catégories, qui représentent respectivement 38,5 % et 43,6 % des stages, s’opposent sur le montant de la gratification, mais également sur le lien avec les connaissances acquises en formation ou sur la fréquence des contacts du stagiaire avec le maitre de stage. Le type de stage effectué est étroitement associé aux formations par lesquelles sont passées les jeunes : en général, plus la formation est élevée, prestigieuse et sélective, plus le stage sera gratifié et formateur. Les analyses montrent également que les différents types de stages n’ont pas les mêmes effets sur l’insertion professionnelle, et ce à formation identique. En effet, « toutes choses égales par ailleurs », plus le stage est gratifié et formateur, plus les jeunes ont des chances de trouver un premier emploi dans l’entreprise où ils l’ont effectué. De même, si l’on regarde l’effet du stage sur le salaire des jeunes, trois ans après leur sortie du système éducatif, ce type de stage est également plus valorisé que les autres. C’est également le cas des stages facultatifs qui semblent être considérés par les employeurs comme une expérience professionnelle à part entière."


http://www.cereq.fr/pdf/Net-doc-71.pdf

Actualité de la formation permanente

Actualité de la formation permanente

N°224-225, 2010

Jouer pour gagner… des compétences

Dossier coordonné par Alice Vielajus, chargée d’études au département Juridique- Observatoire du Centre Inffo

* Tours et détours du jeu dans les actions de formation, Alice Vielajus
* Jeux et détours en pédagogie, Chantal Barthélémy-Ruiz
* Tejaco au Cnam Pays de la Loire, François Polidori et Jacques Moreau
* Le débriefing, clé du processus d’apprentissage dans les pédagogies ludiques, David Crookall
* Les pédagogies du détour au sein des universités d’entreprise : les enjeux du jeu, Annick Renaud-Coulon
* Les jeux de plateau dans les pédagogies ludiques, Jean-Jacques Ballan
* Former au management de “manière inattendue”… pour un impact durable !, Christian Darvogne et Florence Meyer
* Une expérience innovante chez JH Industrie, Béatrice Boquien
* Quelques exemples de jeux disponibles sur le marché français, Chantal Barthélémy-Ruiz
* L’Agefos-PME favorise les dispositifs de formation s’appuyant sur une approche ludique, Entretien avec Yves Georgelin

Études

* Ce que “lifelong learning” veut dire en France, Cédric Frétigné
* La formation des bénévoles associatifs : une question spécifique ?, Dominique Thierry, Stéphane Tarhi et Évelyne Deret

http://www.centre-inffo.fr/AFP-no-224-225-Jouer-pour-gagner.html

Cahiers pédagogiques

Cahiers pédagogiques

N° 483, septembre 2010

Attention aux consignes !

Éditorial : Des consignes pour ouvrir, des consignes pour apprendre
1- De l’art de poser des questions

* On croit bien faire, mais..., Christine Henniqueau-Mary, Dominique Thouin 
* Apprendre à élaborer des consignes, Geneviève Bouche 
* Vous n’avez pas compris  ? Alors, posez-moi une question  !, Olivier Maulini 
* Cogito, lecteur de consignes sum  !, Josette Nguyen, Yvonne Semanaz 
* Miser sur la confiance plutôt que sur le piège, Vincent Guédé 

2- « Mais qu’est-ce qu’il faut faire  ? » De l’art de répondre à des questions

* Questionnaires de lecture  : enseigner des stratégies efficaces, Martine Dhenin 
* Barreau après barreau, Marc Berthou 
* Le mémo-consigne, Jacques Fraschini 

3- Comment contrôler l’activité des élèves... et les rendre autonomes

* Échapper à la consigne uniforme, Fabienne Schlund 
* Transmission orale ou démonstration  : les consignes en EPS, Antoine Marsac 
* Les consignes au CDI, Claudie Jouvenot 
* Boite à idées pour la maternelle, Dominique Gourgues, Jean-Francois Laslaz 
* Les consignes à l’heure des Tice, Laurence Hamon 

4- Consignes complexes et problèmes ouverts

* Je hais les consignes, Yannick Mével 
* Un sujet de composition  : énoncé court, consigne complexe, Yves Lecocq 
* Quelles consignes pour résoudre des problèmes  ?, Sylvie Grau 
* Quand la consigne doit être floue, Richard Étienne 

5- Un élément dans une situation de communication et d’apprentissage

* « Ces mots, ils me font peur  !  », Gaëlle Brodhag 
* Un langage scolaire difficile à maitriser, Véronique Rivière
* Quand la consigne se heurte aux représentations, Hélène Eveleigh
* Des rituels qui donnent du sens, Marie-Thérèse Zerbato-Poudou
* Faire entrer dans le langage de l’école, Véronique Bourhis, Dominique Batlle

6- Les consignes, aussi en dehors de l’école  !

* Grain de sable en atelier d’écriture, Élisabeth Bussienne 
* De l’art de la consigne dans l’atelier de pratique théâtrale, Bernard Grosjean
* Les instructions de la vie quotidienne, Franck Ganier
* Conclusion  : Jean-Michel Zakhartchouk : Abécédaire des consignes

Les articles à lire en ligne

* Une consigne, ça va, deux consignes..., Pascale Verdier 
* Prendre le bon train, Bénédicte Dubois-Gryspeert 
* À l’université, des consignes pour utiliser les consignes, Claire Chaplier 
* Des témoignages recueillis par Xavier Dejemeppe  : Pigeon vole !
* Avantages et inconvénients du fractionnement, Marie-Pierre Gustau 
* Travailler sur les consignes en formation, Philippe Watrelot 

http://www.cahiers-pedagogiques.com/spip.php?page=numero&id_article=7008

Les Cahiers du Cerfee

Les Cahiers du Cerfee

N°27-28, 2010

Les sciences de l’éducation et de la formation. Enjeux et perspectives



* Sciences de l’Education et pratiques éducatives : analyses d’une relation ambivalente, Patricia Champy-Remoussenard
* Des tensions entre le « sur » et le « pour » dans la recherche en éducation : question(s) de posture(s), Jean-François Marcel
* Regards sur le colloque CERFEE 2009 : « Enjeux scientifiques et politiques des sciences de l’éducation : quelle implication des acteurs ? », Dominique Groux
* Didactiques et sciences de l’éducation, Catherine Dupuy, Alain Bronner, Alain Legardez, Claude Raisky, Michel Tozzi,
* Sciences de l’éducation et formation des maîtres :entre engagement et distanciation, Marie-Hélène Dubost
* L’implication des acteurs dans l’analyse des pratiques, Céline Chauvigné, Richard Étienne
* Entre sciences de l’éducation et monde du travail, une coopération à poursuivre pour une meilleure intégration école-entreprise, Philippe Prévost, Pierre Hébrard
* Un nouveau périmètre pour les sciences de l’éducation, Bernard Fraysse
* À propos de la psychologie sociale en sciences de l’éducation, Michel Bataille
* Le capital humain revisité : de la prise en compte des compétences émotionnelles à la définition d’un capital émotionnel, Bénédicte Gendron
* Inclusion et intégration vers une équité sociopédagogique, Louise Lafortune, Pierre-André Doudin, Denise Curchod-Ruedi
* Modélisation d’un processus de professionnalisation : l’implication professionnelle, Christine Mias
* Les professions de l’éducation nationale : analyse sociohistorique et problématique de genre, Marlaine Cacouault
* Les sciences de l’éducation en France, où en est l’avenir ?, Louis Marmoz

http://recherche.univ-montp3.fr/cerfee/article.php3?id_article=444

Tréma

Tréma

N° 32, 2010

Genre, mixité scolaire et éducation physique

Avant-propos, Jacques Gleyse
Genre, école et mixité

* Mixité et égalité dans la famille et à l’école, Yveline Fumat
* La formation à la mixité scolaire à la mesure du genre, Dominique Gauthiez-Rieucau
* Filles et garçons : quel capital émotionnel pour quelles compétences ?, Bénédicte Gendron
* Pourquoi la mixité dans les classes ne provoque-t-elle pas, spontanément l’égalité de traitement entre les filles et les garçons ?, Karine Isabelle

Éducation physique, corps et mixité

* L’éducation physique comme analyseur de l’histoire de la mixité dans les écoles (1882-2008), Jacques Gleyse
* Image du corps, idéal corporel et féminité hégémonique chez les enseignantes d’EPS, Geneviève Cogérino et Marie Mansey
* Genre et mixité : défis pour l’éducation physique au Brésil, Helena Altmann

http://www.montpellier.iufm.fr/internet/site/recherche/img_recherche/revuetrema/trema_id_32.pdf

Éducation permanente

Éducation permanente

N°184, 2010

Développement des territoires et formation (1)



* Entre territoires et formation. Prolégomènes à l’écriture d’un historique complexe et mouvementé, Jean-Luc Ferrand
* Formation professionnelle : la clé pour l’innovation sociale, économique et territoriale , Pascale Gérard
* Populations et qualifications, acteurs des dynamiques du territoire, Annie Lamanthe
* Politiques régionales de formation, politiques d’action pour l’emploi ?, Rui Bettencourt
* Le territoire est il une situation de développement ?, Charles-Antoine Gagneur, Patrick Mayen
* La formation-développement, levier de la création d’activités dans les territoires, Jean-Claude Bouly, André Letowski, Jean-Christophe Teobaldi
* Les MFR ou le bouclage étrange de la formation et du développement, Jean Saint-Didier
* Les bassins scolaires : des instances territoriales dépassant clivages et compétitions, Bernard Delvaux
* "Made in Franche-Comté" : une invitation à innover et à apprendre, François Girod
* "Analyse" : Subjectivité et travail : pour une sociologie de l’activité, Pascal Ughetto
* "Regard" : Compétences et catachrèse. De l’usage des ordinateurs en formation , Jean Ravestein


http://www.education-permanente.fr/public/articles/articles.php?id_revue=1702

Spirale

Spirale

N°46, octobre 2010

Formation des enseignants

Coordination : Guy Legrand et Dominique Guy Brassart

* Qualité native, éloge de l’expérience ou nécessaire formation professionnelle ? : La difficile naissance du stage pédagogique dans l’enseignement secondaire français (1880-1914), Jean-François Condette
* L’évolution des formations universitaires professionnalisantes : Quels modèles ? Quels acteurs ?, Gilles Baillat
* Des savoirs disciplinaires à construire pour une formation professionnelle universitaire des maîtres : L’exemple de la formation des enseignants en mathématiques, Marie-Jeanne Perrin-Glorian
* Co-construire des savoirs et se développer mutuellement entre chercheurs et praticiens enseignants, Karine Dejean, Sandrine Biémar et Jean Donnay
* Quelle professionnalisation pour les nouveaux instituts de formation à l’enseignement en Suisse ? : Enjeux et ambiguïtés, Danièle Périsset Bagnoud
* Allemagne : La réforme de la formation initiale des enseignants, Françoise Delpy
* Formation des enseignants en Irlande : expériences du cadre universitaire, Cathal De Paor
* La préparation professionnelle de l’enseignant et la formation universitaire américaine : un partenariat trouble, un avenir prometteur, Rebecca Berger, Marcia Nash, Deborah Overstreet et Grace Eason


http://spirale-edu-revue.fr/spip.php?rubrique137

Sociologie

Sociologie

Vol.1, n°2, 2010

Varia

A retenir dans ce numéro, dans la rubrique Enquêtes :

* Les inégalités scolaires entre l’amont et l’aval : Organisation scolaire et emprise des diplômes, François Dubet, Marie Duru-Bellat et Antoine Vérétout


http://sociologie.revues.org/314

Sociologie

Sociologie

Vol. 1, n°1, 2010

Varia

A retenir dans ce numéro, dans la rubrique Débats :

* La méritocratie scolaire. Un modèle de justice à l’épreuve du marché, Débat entre Philip Brown et Marie Duru-Bellat animé par Agnès van Zanten


http://sociologie.revues.org/58

International Journal of Science Education

International Journal of Science Education

Vol.32, n°15, octobre 2010



* Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science, Zuway-R. Hong
* What Teachers See as Creative Incidents in Elementary Science Lessons Add to Favorites, Lynn Newton, Douglas Newton
* US Urban Elementary Teachers' Knowledge and Practices in Teaching Science to English Language Learners: Results from the first year of a professional development intervention, Alexandra Santau, Walter Secada, Jaime Maerten-Rivera, Neporcha Cone, Okhee Lee
* Finding Out How They Find It Out: An empirical analysis of inquiry learners' need for support, Yvonne Mulder, Ard Lazonder, Ton de Jong
* A Framework for Re-thinking Learning in Science from Recent Cognitive Science Perspectives, Russell Tytler, Vaughan Prain
* How to Diagnose At-risk Students in Chemistry: The case of prior knowledge assessment, Telle Katriina Hailikari, Anne Nevgi
* Identifying Twice-Exceptional Children and Three Gifted Styles in the Japanese Primary Science Classroom, Manabu Sumida


http://www.informaworld.com/smpp/title~db=all~content=g927098979~tab=toc~order=page

European Journal of Education : Research, Development and Policy

European Journal of Education : Research, Development and Policy

Vol.45, n°3, octobre 2010

Building European Learning Cities and Regions

# Six Ages towards a Learning Region — A Retrospective, NORMAN LONGWORTH and MICHAEL OSBORNE
# The Learning Region between Pedagogy and Economy, ROBERTA PIAZZA
# Sustainable Development of the Learning City, PALMIRA JUCEVICIENE
# Learning Regions in Germany, JUTTA THINESSE-DEMEL
# The Accelerating Roles of Higher Education in Regions through the European Lifelong Learning Initiative, BALÁZS NÉMETH
# The Role of Universities in the ‘Cultural Health’ of their Regions: universities' and regions' understandings of cultural engagement, LESLEY DOYLE
# A Web of Learning Opportunities, BRITT ANDERSEN, GUNNAR REE and INGUNN SANDAKER
# Status and Developments of eLearning in the EU10 Member States: the cases of Estonia, Hungary and Slovenia, KIRSTI ALA-MUTKA, PÁL GÁSPÁR, GÁBOR KISMIHÓK, MARGIT SUURNA and VASJA VEHOVAR
# Quality and Quality Assurance in Vocational Education and Training in the Mediterranean Countries: lessons from the European approach, JEAN-RAYMOND MASSON, MOUNIR BAATI and ERWIN SEYFRIED


http://onlinelibrary.wiley.com/doi/10.1111/ejed.2010.45.issue-3/issuetoc

Κυριακή, 17 Οκτωβρίου 2010

M.J.E.S. vol.15 (1)

Volume 15 Number 1: 2010 - The Mediterranean Journal of Educational Studies - ISSN 1024-5375
Biannual refereed open access journal
Just published at: http://www.um.edu.mt/emcer/mjes/latestissue
or click on titles to access articles

All the issue

Greek Cypriot adolescent attitudes toward immigrants and ‘enemy-others’in the context of ethnic conflict /
Michalinos Zembylas, Athina Michaelidou & Thekla Afantintou-Lambrianou pp. 5-39

Teacher performance appraisal in Portugal: the (im)possibilities of a contested model /
Marıa Assunção Flores pp. 41-60

Older adult learning in Malta: toward a policy agenda /
Marvin Formosa pp. 61-85

Togetherness, coexistence or confrontation – the impact of school climate and culture on peer-to-peer social relations in Catalonia, Spain /
Maribel Ponferrada-Arteaga & Silvia Carrasco-Pons pp. 87-107

Science textbook readability in Lebanon: a comparison between anglophone and francophone learning milieux /
Yasmine El-Masri & Barend Vlaardingerbroek pp.109-124

Culture and communication in academia: the views of faculty members /
Sidika Gizir pp. 125-147

Book Reviews pp.149-159

Κυριακή, 10 Οκτωβρίου 2010

Πανεπιστήμιο και Κυριακάτικος Τύπος (10.10.2010)

Ενδεικτικά από τη δικτυακή πύλη alfa-vita

ΕΛΕΥΘΕΡΟΤΥΠΙΑ
Ξαναμοιράζονται τα κονδύλια στην έρευνα
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ΚΑΘΗΜΕΡΙΝΗ
Συγχωνεύσεις ΑΕΙ, «μετακόμιση» τμημάτων.
Τα βασικά κριτήρια για τον επανασχεδιασμό του χάρτη της τριτοβάθμιας εκπαίδευσης
http://www.alfavita.gr/artro.php?id=11487

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Καθηγητές - φοιτητές έτοιμοι για «όχι»
http://www.alfavita.gr/artro.php?id=11482

Higher Education Quarterly, 64 (4)

Higher Education Quarterly
October 2010
Volume 64, Issue 4
Pages 351–434
Editorial (pages 351–352)
Celia Whitchurch and Lee Harvey
Finnish Higher Education Expansion and Regional Policy (pages 353–372)
Toni Saarivirta
University Efficiency: Complementariness versus Trade-off between Teaching, Research and Administrative Activities (pages 373–391)

Globalisation in Foreign Language Teaching: Establishing Transatlantic Links in Higher Education (pages 392–412)

Psychosocial Hazards in UK Universities: Adopting a Risk Assessment Approach (pages 413–428)

Reviews
Higher Education and Social Justice – By Andy Furlong and Fred Cartmel (pages 429–431)

Governing Universities Globally: Organizations, Regulation and Rankings – By Roger King (pages 432–434)

Quality in Higher Education, 16 (3)

Quality in Higher Education, Volume 16 Issue 3 2010
Editorial
James Williams Associate Editor
Pages 195 – 196

Managing Quality from a Distance: A Case Study of Collaboration Between Oman and New Zealand
Susan O’Rourke; H. A. Al Bulushi
Pages 197 – 210

Do Too Many Rights Make a Wrong? A Qualitative Study of the Experiences of a Sample of Malaysian and Singapore Private Higher Education Providers in Transnational Quality Assurance
Fion Choon Boey Lim
Pages 211 – 222

Institutional Structures to Support the Quality Enhancement Framework in Scotland: Process Efficiency or Just Muddling Through?
Darren Comber; Lorraine Walsh
Pages 223 – 233

Quality in Search of Meanings: The Case of Italian Universities
Gioia Pompili
Pages 235 – 245

Curricular Changes in Accredited Undergraduate Programmes in Argentina
María Marta Coria; Mónica Deluca; María Eugenia Martínez
Pages 247 – 255

A Critique of the Use of Self-evaluation in a Compulsory Accreditation System
Everard Van Kemenade; Teun W. Hardjono
Pages 257 – 268

Adaptation and Validation of the Inventory of Learning Styles for Quality Assurance in a Hong Kong Post-secondary Education Context
Dennis C. S. Law; Jan H. F. Meyer
Pages 269 – 283

Towards an Understanding of Quality in Higher Education: The ELQ/AQA08 Model as an Evaluation Tool
Joan Rué; Miquel Amador; Jordi Gené; Francesc Xavier Rambla; Cristina Pividori; Isabel Pividori; Olga Torres-hostench; Alejandra Bosco; Jesús Armengol; Antoni Font
Pages 285 – 295

The Quality of Higher Education and Employability of Graduates
Liv Anne Støren; Per Olaf Aamodt
Pages 297 – 313

COMPARATIVE POLITICAL STUDIES, 43(11)

COMPARATIVE POLITICAL STUDIES
November 2010; 43 (11)

M. Steven Fish, Francesca R. Jensenius, and Katherine E. Michel
Islam and Large-Scale Political Violence: Is There a Connection?
Comparative Political Studies November 2010 43: 1327-1362,

Tanja A. Börzel, Tobias Hofmann, Diana Panke, and Carina Sprungk
Obstinate and Inefficient: Why Member States Do Not Comply With European Law
Comparative Political Studies November 2010 43: 1363-1390

Alberto Spektorowski and Liza Ireni-Saban
Staying Alive: Genetics in the Service of the Welfare “People’s Home”
Comparative Political Studies November 2010 43: 1391-1414,

Petra Schleiter and Edward Morgan-Jones
Who’s in Charge? Presidents, Assemblies, and the Political Control of Semipresidential Cabinets
Comparative Political Studies November 2010 43: 1415-1441

Sabri Ciftci
Modernization, Islam, or Social Capital: What Explains Attitudes Toward Democracy in the Muslim World?
Comparative Political Studies November 2010 43: 1442-1470

Jason Matthew Smith
Does Crime Pay? Issue Ownership, Political Opportunity, and the Populist Right in Western Europe
Comparative Political Studies November 2010 43: 1471-1498

COMPARATIVE POLITICAL STUDIES, 43(10)

COMPARATIVE POLITICAL STUDIES
October 2010; 43 (10)

Stephanie S. Holmsten, Robert G. Moser, and Mary C. Slosar
Do Ethnic Parties Exclude Women?
Comparative Political Studies October 2010 43: 1179-1201

Maria Popova
Political Competition as an Obstacle to Judicial Independence: Evidence From Russia and Ukraine
Comparative Political Studies October 2010 43: 1202-1229,

Jennifer L. Bussell
Why Get Technical? Corruption and the Politics of Public Service Reform in the Indian States
Comparative Political Studies October 2010 43: 1230-1257,

Stephen D. Morris and Joseph L. Klesner
Corruption and Trust: Theoretical Considerations and Evidence From Mexico
Comparative Political Studies October 2010 43: 1258-1285

Abraham L. Newman
What You Want Depends on What You Know: Firm Preferences in an Information Age
Comparative Political Studies October 2010 43: 1286-1312

The Journal of Higher Education, Vol.81 (5)

The Journal of Higher Education
Volume 81, Number 5, September/October 2010

Table of Contents
College Women's Female Friendships: A Longitudinal View
Ana M. Martínez Alemán
pp. 553-582

Mind the Gap: The Digital Dimension of College Access
Joanna Goode
pp. 583-618

U.S. Senator's Ideal Points for Higher Education: Documenting Partisanship, 1965–2004
William R. Doyle
pp. 619-644

From Surprise Parties to Mapmaking: Undergraduate Journeys toward Interdisciplinary Understanding
Carolyn Haynes
Jeannie Brown Leonard
pp. 645-666
Book Reviews
Identity in Education (review)
Dafina Lazarus Stewart
pp. 667-670

Leadership for a Better World: Understanding the Social Change Model of Leadership Development (review)
Adrianna Kezar
pp. 670-671

What Wouldn't We Do for Revenue?
Brian Pusser
pp. 672-674

Κυριακή, 3 Οκτωβρίου 2010

Η δημόσια συζήτηση για τα ΑΕΙ στον κυριακάτικο τύπο

Από την πύλη αλφα-βήτα ενδεικτικά άρθρα με τη συζήτηση για τις αλλαγές στα ΑΕΙ από τον κυριακάτικο τύπο
(Νομίζω ότι αυξάνεται η θερμοκρασία στο υποσύστημα του ελληνικού πανεπιστημίου)


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