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Dellisse Sébastien Dumay Xavier Galand Benoit Dupriez Vincent Dufays Jean-Louis Coertjens Liesje De Croix Séverine Penneman Jessica 《European Journal of Psychology of Education - EJPE》2021,36(3):573-597
European Journal of Psychology of Education - This study focuses on conditions that improve reading comprehension at grade 7th. We analyze the impact of the Lirécrire program, and... 相似文献
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Engineering education is facing new challenges to effectively provide the appropriate skills to future engineering professionals according to market demands. This study proposes a model based on active learning methods, which is expected to facilitate the acquisition of the professional skills most highly valued in the information and communications technology (ICT) market. The theoretical foundations of the study are based on the specific literature on active learning methodologies. The Delphi method is used to establish the fit between learning methods and generic skills required by the ICT sector. An innovative proposition is therefore presented that groups the required skills in relation to the teaching method that best develops them. The qualitative research suggests that a combination of project-based learning and the learning contract is sufficient to ensure a satisfactory skills level for this profile of engineers. 相似文献
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This paper makes use of one of the last concepts developed by Basil Bernstein (the Totally Pedagogised Society, TPS) to understand some of the forces and contradictions underlying today's teachers' work in Spain. In his last written work, Bernstein (2001) pointed out some arguments to illustrate the emergence of a TPS. Always interested in uncovering the sociological basis of pedagogy, Bernstein refers to the TPS as a society that introduces pedagogy in all possible spheres of life. Somewhat paradoxically, the shorttermism and the constant change in the knowledge base of society, where careers are replaced by jobs, require the emergence of the TPS. The TPS appears as a crucial regulator and legitimation strategy to translate uncertainty, risk and precariousness into a socialisation characterised by endless learning. 'Trainability' is referred as the key concept through which the TPS emerges. That is 'the ability to profit from continuous pedagogic re-formations and so cope with the new requirements of work and life'. The concept of trainability colonises educational policies and practices, and has a strong power in defining students' and teachers' work and identity. Flexible and global capitalism--the social base that regulates the pedagogic discourse--requires a specific type of pedagogic expression that erodes commitment, certainty and that is therefore socially empty. Interestingly, as Bernstein argues, the weak state of the global economy requires a strong state in the pedagogic field. The TPS is state driven and state funded. The state uses different type of strategies to make and distribute new forms of pedagogic 'knowledge' through owned or controlled agencies. Cadres of pedagogues become significant agents in the symbolic control field and produce and distribute new discourses and its ways of legitimation. That is, the official field 'captures'--through practices of co-option--key agents from the pedagogic field to construct and maintain the TPS. This paper develops two aspects related with the construction of the TPS as it is being developed in Spain. Firstly, it shows the state practices in the process of designing, planning and implementing the latest Curriculum reform (ERA, 1990) to understand the relationship between the official and the pedagogic fields and to illustrate the redefinition of teaching in this reform. Secondly, using data from two research projects, it shows some of the consequences that the TPS is having on teachers' work and identities. The capturing of teachers within the TPS has a number of implications on teachers' representations of their role in the new educational mandate, their understanding of curriculum, pedagogy and assessment and their professional identities. These movements, it is argued, have significant consequences on the relationship between teachers' practices and ideology and the reproduction and legitimation of educational inequalities. 相似文献
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Xavier Rambla 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(3-4):353-370
The present study analyzes educational targeting in Argentina, Brazil and Chile from a sociological point of view. It shows that a ‘logic of induction’ has become the vehicle for anti-poverty education strategies meant to help targeted groups improve on their own. The analysis explores the influence of the global educational agenda, the empirical connection between the logic of induction and the mechanism of emulation, and the territorial aspects of educational inequalities. Emulation plays a main role inasmuch as the logic of induction leads targeted groups to compare their adverse situation with more privileged groups, which actually legitimizes inequalities. A brief statistical summary completes the study, showing that educational inequality has remained unchanged as far as urban–rural ratios (in Brazil and Chile) and regional disparities (in all three countries) are concerned. 相似文献
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Xavier Pons 《European Journal of Education》2017,52(2):131-144
This article provides a literature review on the effects of the OECD's Programme for International Student Assessment (PISA) on education governance and policy process across participating countries. This review seemed necessary because there has been a growing body of literature on this topic since 2003, especially since 2010, because this literature is not always well‐known and because the discourse on the so‐called ‘PISA shock’ remains important, even if it is more of a metaphor than a concept and may be politically partial. The article exploits a dataset of 87 references which show that PISA introduced major changes in the governance of education worldwide. Driven by soft power strategies and new policy transfers, this governance is based on data and measurement tools which redefine the scales of education policies. It also shows that PISA has a strong influence on a variety of national reforms, as illustrated in many case studies. However, this influence strongly depends on domestic policy contexts that scholars intended to capture through different theoretical frameworks. Nonetheless, few propose overarching theorisations of the political meaning of PISA effects on education governance and policy processes. The article concludes by stressing three main challenges for the subsequent studies on these PISA effects: better conceptualising these effects, preserving an epistemology of uncertainty in order to avoid taken for granted views and normalising the research on PISA effects not to perpetually and artificially rediscover its so‐called novelty. 相似文献
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