Ce texte dresse un portrait des approches visant a promouvoir l’egalite entre les sexes au niveau pan canadien. S’interessant a cette question a partir d’une description des ap- proches pour chacune des provinces canadiennes, ce travail s’inscrit dans le cadre d’une recherche plus vaste de la Commission quebecoise des droits de la personne et des droits de la jeunesse, recherche portant sur les inegalites entre les sexes et sur les mesures d’egalite a promouvoir. Le cadre theorique permettant de situer le portrait qui va suivre est celui de l’egalite ou equite, notion a portee juridique promue par les Chartes des droits et libertes au Canada. Cette notion generale, dont peuvent decouler des applications institutionnelles concretes appliquees aux categories de sexes de facon specifique, est examinee ici dans le domaine plus particulier de l’education. This article reviews various approaches to the promotion of sexual equality across Canada. The work looks at the question starting from a description of the methods used by each province, and was part of a much larger study by the Commission quebecoise des droits de la personne et des droits de la jeunesse which focussed on sexual inequality and the measures which promote equality. The theoretical framework that allows us to categorize the portrait that follows is that of equality or equity, a notion with legal significance promoted by the Canadian Charter of Rights and Freedoms. This general notion, from which may follow concrete institutional measures implemented in specific ways, is examined from the point of view of the field of education.
本文概述了在全加拿大范围内促进性别平等的方法。空闲时间这个问题起了一部描述接近加拿大每个省,美联社——这项工作的一部分,委员会更广泛研究quebecoise人权和青少年权益、研究不平等问题和两性平等的措施,促进了。下面描述的理论框架是平等或公平，这是加拿大权利和自由宪章所提倡的一个法律概念。这一一般概念可能导致具体的体制应用，具体地适用于性别类别，在这里在更具体的教育领域进行审查。这篇文章回顾了在加拿大促进性别平等的各种方法。The work looks at The问题从from a of The方法描述used by chacun省,and was part of a much大study by The quebecoise人权和儿童权利委员会青年which focussed on sexual oct16 and The措施which promote平等。使我们能够对所遵循的形象进行分类的理论框架是平等或公平，这是《加拿大权利和自由宪章》所推动的具有法律意义的概念。从教育领域的角度对这一一般性概念进行了审查，这一概念可作为以具体方式实施的具体体制措施的后续行动。
{"title":"Description des approches d’égalité entre les sexes en éducation dans les provinces canadiennes","authors":"Lucie Dagenais","doi":"10.2307/1495031","DOIUrl":"https://doi.org/10.2307/1495031","url":null,"abstract":"Ce texte dresse un portrait des approches visant a promouvoir l’egalite entre les sexes au niveau pan canadien. S’interessant a cette question a partir d’une description des ap- proches pour chacune des provinces canadiennes, ce travail s’inscrit dans le cadre d’une recherche plus vaste de la Commission quebecoise des droits de la personne et des droits de la jeunesse, recherche portant sur les inegalites entre les sexes et sur les mesures d’egalite a promouvoir. Le cadre theorique permettant de situer le portrait qui va suivre est celui de l’egalite ou equite, notion a portee juridique promue par les Chartes des droits et libertes au Canada. Cette notion generale, dont peuvent decouler des applications institutionnelles concretes appliquees aux categories de sexes de facon specifique, est examinee ici dans le domaine plus particulier de l’education. This article reviews various approaches to the promotion of sexual equality across Canada. The work looks at the question starting from a description of the methods used by each province, and was part of a much larger study by the Commission quebecoise des droits de la personne et des droits de la jeunesse which focussed on sexual inequality and the measures which promote equality. The theoretical framework that allows us to categorize the portrait that follows is that of equality or equity, a notion with legal significance promoted by the Canadian Charter of Rights and Freedoms. This general notion, from which may follow concrete institutional measures implemented in specific ways, is examined from the point of view of the field of education.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1495031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45092614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning Activism: The Intellectual Life of Contemporary Social Movements by Aziz Choudry North York, Ontario: University of Toronto Press, 2015, 199 pages ISBN: 978-1-4426-0790-3 (paperback) For Aziz Choudry (2015), author of Learning Activism: The Intellectual Life of Contemporary Social Movements, learning and knowledge production, as well as theory and strategy development among social movements, are best understood through engagement and dialogue that occur within the movements themselves. As a means to produce knowledge that is relevant to the social movement, learning comes through action and experience, the behind-the-scenes work where activists organize, negotiate and deliberate, and educate and learn from movement successes and pitfalls within formal and informal spaces. Learning Activism, in many ways, attempts to bridge the divide between social movement activists and out-of-the-box scholars who study or view such movements as sterile environments containing "ordinary people" who may be thought of incapable of theorizing or producing knowledge. The first chapter, "Knowledge Production, Learning, and Education in Social Movement Activism," begins by directly stating that the future is influenced through present and past struggles, by the choices made and theories that are developed by individuals or collectives, by "ordinary" people and so-called "experts." The author makes clear that social movements can fail in the absence of theory that explains economic conditions and power struggles. Yet, an important point often overlooked by activist scholars specifically, as well as educational researchers more broadly, is one of Choudry's (2015) finest critiques, who does the theorizing? While arguing against intellectual appropriation of struggles in social movements, the author challenges academics and activists to think about and legitimate the work done in day-to-day social movement practices. Without recognition and validation of knowledge production and learning that come about through social movement practices and struggles in social activism, theory development and knowledge production become monopolised by institutional "experts." The second chapter, "Critiquing the Study of Social Movements: Theories, Knowledge, History, and Action," examines the intersection between theory development, understanding social movement, and knowledge production. This chapter brings a sharp critique of not only the historical social movement scholarship that perceived activism as merely a social problem, and deviant acts imposed upon a stable society, but the perception of activists displaying irrational behaviours and the movement itself being abnormal has endured to this day. From Occupy Wall Street protests in Zuccotti Park to the 2012 Quebec student strike, concerns brought forward by activists have often been dismissed in favour of maintaining current power structures while negatively characterising protestors through media outlets, elected official
《学习行动主义:当代社会运动的思想生活》作者Aziz Choudry, North York, Ontario:多伦多大学出版社，2015,199页ISBN: 978-1-4426-0790-3(平装本)对于Aziz Choudry(2015)，《学习行动主义:当代社会运动的思想生活》一书的作者，学习和知识生产，以及社会运动中的理论和战略发展，最好通过参与和对话来理解运动本身。作为产生与社会运动相关的知识的一种手段，学习来自于行动和经验，来自于活动家组织、谈判和深思熟虑的幕后工作，以及在正式和非正式空间中教育和学习运动的成功和缺陷。在许多方面，学习行动主义试图弥合社会运动积极分子和开箱即用的学者之间的鸿沟，这些学者研究或认为这些运动是无菌的环境，其中包含可能被认为无法理论化或产生知识的“普通人”。第一章“社会运动行动主义中的知识生产、学习和教育”一开始就直接指出，未来受到现在和过去的斗争、个人或集体做出的选择和发展的理论、“普通人”和所谓的“专家”的影响。作者明确指出，如果没有解释经济状况和权力斗争的理论，社会运动就会失败。然而，有一点经常被激进主义学者，以及更广泛的教育研究人员所忽视，那就是乔德里(2015)最优秀的批评之一，谁在进行理论化?在反对社会运动中斗争的知识挪用的同时，作者要求学者和活动家思考和合法化日常社会运动实践中所做的工作。如果不承认和验证通过社会运动实践和社会行动主义斗争产生的知识生产和学习，理论发展和知识生产就会被机构“专家”垄断。第二章，“批判社会运动研究:理论、知识、历史和行动”，考察了理论发展、理解社会运动和知识生产之间的交集。这一章不仅对历史上的社会运动学术提出了尖锐的批评，这些学术认为激进主义仅仅是一个社会问题，是强加给稳定社会的越轨行为，而且对激进主义者表现出非理性行为和运动本身不正常的看法一直持续到今天。从祖科蒂公园(Zuccotti Park)的“占领华尔街”抗议活动到2012年魁北克学生罢课，活动人士提出的担忧往往被驳回，有利于维持现有的权力结构，同时通过媒体、民选官员和某些公众群体对抗议者进行负面描述。Aziz Choudry反对将第一世界/北方形成的理论反思性地应用于殖民背景，而不考虑第三世界/南方人民独特的生活经历、斗争和社会关系。这不仅要求社会活动家研究人员拒绝“过度依赖范式、类型化和描述运动的标准”，也要求社会科学学者继续编纂和依赖专业语言和知识，而这些语言和知识只会成为学者和研究参与者之间有意义讨论的障碍(Choudry, 2015, p. ...)
{"title":"Learning Activism: The Intellectual Life of Contemporary Social Movements","authors":"Matthew Waugh, Angelina S. Lee","doi":"10.5860/choice.195414","DOIUrl":"https://doi.org/10.5860/choice.195414","url":null,"abstract":"Learning Activism: The Intellectual Life of Contemporary Social Movements by Aziz Choudry North York, Ontario: University of Toronto Press, 2015, 199 pages ISBN: 978-1-4426-0790-3 (paperback) For Aziz Choudry (2015), author of Learning Activism: The Intellectual Life of Contemporary Social Movements, learning and knowledge production, as well as theory and strategy development among social movements, are best understood through engagement and dialogue that occur within the movements themselves. As a means to produce knowledge that is relevant to the social movement, learning comes through action and experience, the behind-the-scenes work where activists organize, negotiate and deliberate, and educate and learn from movement successes and pitfalls within formal and informal spaces. Learning Activism, in many ways, attempts to bridge the divide between social movement activists and out-of-the-box scholars who study or view such movements as sterile environments containing \"ordinary people\" who may be thought of incapable of theorizing or producing knowledge. The first chapter, \"Knowledge Production, Learning, and Education in Social Movement Activism,\" begins by directly stating that the future is influenced through present and past struggles, by the choices made and theories that are developed by individuals or collectives, by \"ordinary\" people and so-called \"experts.\" The author makes clear that social movements can fail in the absence of theory that explains economic conditions and power struggles. Yet, an important point often overlooked by activist scholars specifically, as well as educational researchers more broadly, is one of Choudry's (2015) finest critiques, who does the theorizing? While arguing against intellectual appropriation of struggles in social movements, the author challenges academics and activists to think about and legitimate the work done in day-to-day social movement practices. Without recognition and validation of knowledge production and learning that come about through social movement practices and struggles in social activism, theory development and knowledge production become monopolised by institutional \"experts.\" The second chapter, \"Critiquing the Study of Social Movements: Theories, Knowledge, History, and Action,\" examines the intersection between theory development, understanding social movement, and knowledge production. This chapter brings a sharp critique of not only the historical social movement scholarship that perceived activism as merely a social problem, and deviant acts imposed upon a stable society, but the perception of activists displaying irrational behaviours and the movement itself being abnormal has endured to this day. From Occupy Wall Street protests in Zuccotti Park to the 2012 Quebec student strike, concerns brought forward by activists have often been dismissed in favour of maintaining current power structures while negatively characterising protestors through media outlets, elected official","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71030435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1. Introduction Susan Walsh, Barbara Bickel, and Carl Leggo 2. Lectio Divina: An Invitation To Readers Kerri Mesner, Barbara Bickel, and Susan Walsh 3. Lectio One 4. Writing Witness Consciousness Susan Walsh and Heeson Bai 5. Lectio Two 6. To See, To Know, To Shape, To Show: The Path of an Indigenous Artist Vicki Kelly 7. Lectio Three 8. Companions with Mystery: Art, Spirit and the Ecstatic Celeste Snowber and Barbara Bickel 9. Lectio Four 10. Wrestling with the Angels of Ambiguity: Queer Paths in Contemplative Activism Kerri Mesner 11. Lectio Five 12. Woman Overboard: Pedagogical Moments of Performative Inquiry Lynn Fels 13. Lectio Six 14. Improvising Vulnerability Through Freestyle Rap Inquiry Sean Park and Shahar Rabi 15. Lectio Seven 16. Loving Language: A Poet's Vocation & Vision Carl Leggo 17. Closing Lectio
{"title":"Arts-Based and Contemplative Practices in Research and Teaching: Honoring Presence","authors":"M. M. Latta","doi":"10.4324/9781315813387","DOIUrl":"https://doi.org/10.4324/9781315813387","url":null,"abstract":"1. Introduction Susan Walsh, Barbara Bickel, and Carl Leggo 2. Lectio Divina: An Invitation To Readers Kerri Mesner, Barbara Bickel, and Susan Walsh 3. Lectio One 4. Writing Witness Consciousness Susan Walsh and Heeson Bai 5. Lectio Two 6. To See, To Know, To Shape, To Show: The Path of an Indigenous Artist Vicki Kelly 7. Lectio Three 8. Companions with Mystery: Art, Spirit and the Ecstatic Celeste Snowber and Barbara Bickel 9. Lectio Four 10. Wrestling with the Angels of Ambiguity: Queer Paths in Contemplative Activism Kerri Mesner 11. Lectio Five 12. Woman Overboard: Pedagogical Moments of Performative Inquiry Lynn Fels 13. Lectio Six 14. Improvising Vulnerability Through Freestyle Rap Inquiry Sean Park and Shahar Rabi 15. Lectio Seven 16. Loving Language: A Poet's Vocation & Vision Carl Leggo 17. Closing Lectio","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70450665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Provoking Curriculum Studies : Strong Poetry and Arts of the Possible in Education","authors":"Nicholas Ng-A-Fook, Awad Ibrahim, G. Reis","doi":"10.4324/9781315738628","DOIUrl":"https://doi.org/10.4324/9781315738628","url":null,"abstract":"","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4324/9781315738628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70438453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-06-30DOI: 10.2307/CANAJEDUCREVUCAN.38.2.07
George Drazenovich
While increased visibility of gay, lesbian, transgendered, and queer people in public settings, including schools, is certainly freeing for many students, critical questions concerning whether popular media depictions of LGBTQ identities serve to liberate students, or instead facilitate subtle strategies of containment and ghettoizing, are being raised. The present article argues that as a sex education strategy, the essentializing of sexual identity within sex education should be supplanted by more constructivist approaches; ones that allow for maximum individuation and self-expression. Rather than embracing particular labels and the commodification that sometimes flows from them in the popular media landscape, queer-positive sex educators might consider adopting some methods associated with spiritual pedagogy to assist students in rethinking questions of sexuality and creating new possibilities for identities and creative self-expression.
{"title":"Queer Pedagogy in Sex Education.","authors":"George Drazenovich","doi":"10.2307/CANAJEDUCREVUCAN.38.2.07","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.07","url":null,"abstract":"While increased visibility of gay, lesbian, transgendered, and queer people in public settings, including schools, is certainly freeing for many students, critical questions concerning whether popular media depictions of LGBTQ identities serve to liberate students, or instead facilitate subtle strategies of containment and ghettoizing, are being raised. The present article argues that as a sex education strategy, the essentializing of sexual identity within sex education should be supplanted by more constructivist approaches; ones that allow for maximum individuation and self-expression. Rather than embracing particular labels and the commodification that sometimes flows from them in the popular media landscape, queer-positive sex educators might consider adopting some methods associated with spiritual pedagogy to assist students in rethinking questions of sexuality and creating new possibilities for identities and creative self-expression.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-06-29DOI: 10.2307/CANAJEDUCREVUCAN.38.2.04
Normand Landry, Joëlle Basque
Cet article interroge l’etat de l’education aux medias au Quebec. Pour ce faire, il introduit et definit d’abord cette notion, pour ensuite presenter et problematiser ses ancrages dans le Programme de formation de l’ecole quebecoise. Cet article souleve egalement la question de la formation des enseignants, notamment par une analyse des formations universitaires offertes dans les universites quebecoises et quatre entrevues de groupes realisees avec des enseignants de niveaux primaire et secondaire. La synthese effectuee permet de conclure que les enseignants rencontrent deux obstacles importants dans leurs pratiques pedagogiques sur ces questions : un ancrage problematique de l’education aux medias dans le PFEQ appelant a une revision de la structure d’integration et a une mise a jour des contenus, et un support minimal offert par le systeme scolaire quebecois en matiere d’education aux medias qui se traduit par la rarete des formations, des ressources et des appuis institutionnels.
{"title":"L'éducation aux médias dans le Programme de formation de l'école québécoise : intégration, pratiques et problématiques","authors":"Normand Landry, Joëlle Basque","doi":"10.2307/CANAJEDUCREVUCAN.38.2.04","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.04","url":null,"abstract":"Cet article interroge l’etat de l’education aux medias au Quebec. Pour ce faire, il introduit et definit d’abord cette notion, pour ensuite presenter et problematiser ses ancrages dans le Programme de formation de l’ecole quebecoise. Cet article souleve egalement la question de la formation des enseignants, notamment par une analyse des formations universitaires offertes dans les universites quebecoises et quatre entrevues de groupes realisees avec des enseignants de niveaux primaire et secondaire. La synthese effectuee permet de conclure que les enseignants rencontrent deux obstacles importants dans leurs pratiques pedagogiques sur ces questions : un ancrage problematique de l’education aux medias dans le PFEQ appelant a une revision de la structure d’integration et a une mise a jour des contenus, et un support minimal offert par le systeme scolaire quebecois en matiere d’education aux medias qui se traduit par la rarete des formations, des ressources et des appuis institutionnels.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-06-29DOI: 10.2307/CANAJEDUCREVUCAN.38.2.12
Stéphane Allaire
Networked learning communities are growing and they offer new opportunities for reflection on practice in education. Many authors have studied the processes followed and the contents produced by such communities. On the other hand, few have observed how collective asynchronous discourse can be enacted in the classroom. This objective was pursued in the context of this exploratory research. Data was provided by asynchronous discourse written on the Knowledge Forum by five pre-service teachers during a 14-week practicum throughout the winter 2011 semester, as well as in situ observations from their university supervisor, while they were teaching students. Qualitative and descriptive quantitative analyses were conducted. In particular, results showed participants were highly concerned with quality of teaching when elaborating collectively in the electronic forum regarding ideas of interventions, and with the importance of properly handling the possible enactment of such ideas in the classroom while teaching.
{"title":"The Influence of Collective Asynchronous Discourse Elaborated Online by Pre-Service Teachers on Their Educational Interventions in the Classroom.","authors":"Stéphane Allaire","doi":"10.2307/CANAJEDUCREVUCAN.38.2.12","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.12","url":null,"abstract":"Networked learning communities are growing and they offer new opportunities for reflection on practice in education. Many authors have studied the processes followed and the contents produced by such communities. On the other hand, few have observed how collective asynchronous discourse can be enacted in the classroom. This objective was pursued in the context of this exploratory research. Data was provided by asynchronous discourse written on the Knowledge Forum by five pre-service teachers during a 14-week practicum throughout the winter 2011 semester, as well as in situ observations from their university supervisor, while they were teaching students. Qualitative and descriptive quantitative analyses were conducted. In particular, results showed participants were highly concerned with quality of teaching when elaborating collectively in the electronic forum regarding ideas of interventions, and with the importance of properly handling the possible enactment of such ideas in the classroom while teaching.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-06-26DOI: 10.2307/CANAJEDUCREVUCAN.38.2.06
F. Vincent, Vincent Grenon, O. Dezutter
Nous cherchons a mesurer l’effi cience d’approches inductive ou deductive a court et a long terme sur l’apprentissage par des eleves de 1re secondaire de savoirs relatifs au complement du nom. Dans le cadre de cette experimentation, les resultats montrent que l’approche deductive permet une appropriation signifi cativement plus grande, mais uniquement pour des aspects morphologiques. Par ailleurs, il semble que l’approche pedagogique ait moins d’incidence sur l’apprentissage que l’effet-enseignant, peu importe l’approche preconisee par l’enseignant. La discussion des resultats portera sur l’importance de differentes variables de l’intervention educative autre que l’approche pedagogique.
{"title":"Quelle approche pédagogique pour optimiser l'efficience de l'apprentissage du complément du nom ?","authors":"F. Vincent, Vincent Grenon, O. Dezutter","doi":"10.2307/CANAJEDUCREVUCAN.38.2.06","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.06","url":null,"abstract":"Nous cherchons a mesurer l’effi cience d’approches inductive ou deductive a court et a long terme sur l’apprentissage par des eleves de 1re secondaire de savoirs relatifs au complement du nom. Dans le cadre de cette experimentation, les resultats montrent que l’approche deductive permet une appropriation signifi cativement plus grande, mais uniquement pour des aspects morphologiques. Par ailleurs, il semble que l’approche pedagogique ait moins d’incidence sur l’apprentissage que l’effet-enseignant, peu importe l’approche preconisee par l’enseignant. La discussion des resultats portera sur l’importance de differentes variables de l’intervention educative autre que l’approche pedagogique.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-06-26DOI: 10.2307/CANAJEDUCREVUCAN.38.2.05
Olivia Monfette, Johanne Grenier
Les principes de l’evaluation authentique sont clairement enonces dans les differents ecrits ministeriels sur l’evaluation des competences des eleves au Quebec. Mais cette evaluation n’est-elle qu’une ideologie ou est-elle reellement implantee en contexte d’education physique et a la sante (EPS) ? Afi n de decrire les pratiques evaluatives au regard de l’evaluation authentique, 327 enseignants d’EPS du primaire ont repondu a un questionnaire d’enquete a l’aide d’un modele conceptuel inspire des travaux de Gulikers, Bastiaens, et Kirschner (2004), de Lund (1997), et de Wiggins (1989). Les resultats revelent que leurs pratiques d’evaluation respectent la plupart des caracteristiques de l’evaluation authentique. Cependant, certains ajustements pourraient etre realises afi n de rendre l’evaluation plus authentique et d’augmenter la similitude entre des tâches d’evaluation et les activites de la vie courante des eleves, entre autres en ce qui a trait au contexte social et a l’implication des eleves pendant le processus d’evaluation.
{"title":"Portrait des pratiques évaluatives déclarées par des enseignants d’éducation physique et à la santé au primaire","authors":"Olivia Monfette, Johanne Grenier","doi":"10.2307/CANAJEDUCREVUCAN.38.2.05","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.05","url":null,"abstract":"Les principes de l’evaluation authentique sont clairement enonces dans les differents ecrits ministeriels sur l’evaluation des competences des eleves au Quebec. Mais cette evaluation n’est-elle qu’une ideologie ou est-elle reellement implantee en contexte d’education physique et a la sante (EPS) ? Afi n de decrire les pratiques evaluatives au regard de l’evaluation authentique, 327 enseignants d’EPS du primaire ont repondu a un questionnaire d’enquete a l’aide d’un modele conceptuel inspire des travaux de Gulikers, Bastiaens, et Kirschner (2004), de Lund (1997), et de Wiggins (1989). Les resultats revelent que leurs pratiques d’evaluation respectent la plupart des caracteristiques de l’evaluation authentique. Cependant, certains ajustements pourraient etre realises afi n de rendre l’evaluation plus authentique et d’augmenter la similitude entre des tâches d’evaluation et les activites de la vie courante des eleves, entre autres en ce qui a trait au contexte social et a l’implication des eleves pendant le processus d’evaluation.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-06-26DOI: 10.2307/CANAJEDUCREVUCAN.38.2.03
N. Tremblay, C. Dumoulin, M. Gagnon, Patrick Giroux
Diverses experimentations de strategies de collaboration entre l’ecole, la famille et la communaute (CEFC) en milieu a risque (MR) font ressortir l’apport positif de cette collaboration sur la perseverance scolaire des eleves (Deslandes, 2006; Epstein, 2001; MELS, 2009). Trente-cinq stagiaires en enseignement ont effectue un stage en MR; vingt-cinq d’entre eux ont amorce un projet de CEFC. L’analyse de ces projets a partir de la typologie d’Epstein (2011) fait ressortir principalement deux types de collaboration, a savoir la communication et le volontariat. La collaboration avec la communaute est presente dans quelques projets des stagiaires, tandis que la prise de decisions relatives a la vie scolaire par les parents, ne suscite aucune activite. La formation initiale devrait sensibiliser les futurs enseignants a la pertinence des six types de CEFC, entre autres, la connaissance par les parents de leur role parental et les moyens de susciter le soutien scolaire a la maison.
{"title":"La collaboration entre l’école, la famille et la communauté en milieu à risque : quels défi s pour la formation initiale des enseignants du primaire?","authors":"N. Tremblay, C. Dumoulin, M. Gagnon, Patrick Giroux","doi":"10.2307/CANAJEDUCREVUCAN.38.2.03","DOIUrl":"https://doi.org/10.2307/CANAJEDUCREVUCAN.38.2.03","url":null,"abstract":"Diverses experimentations de strategies de collaboration entre l’ecole, la famille et la communaute (CEFC) en milieu a risque (MR) font ressortir l’apport positif de cette collaboration sur la perseverance scolaire des eleves (Deslandes, 2006; Epstein, 2001; MELS, 2009). Trente-cinq stagiaires en enseignement ont effectue un stage en MR; vingt-cinq d’entre eux ont amorce un projet de CEFC. L’analyse de ces projets a partir de la typologie d’Epstein (2011) fait ressortir principalement deux types de collaboration, a savoir la communication et le volontariat. La collaboration avec la communaute est presente dans quelques projets des stagiaires, tandis que la prise de decisions relatives a la vie scolaire par les parents, ne suscite aucune activite. La formation initiale devrait sensibiliser les futurs enseignants a la pertinence des six types de CEFC, entre autres, la connaissance par les parents de leur role parental et les moyens de susciter le soutien scolaire a la maison.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68684865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：