88 research outputs found
LâĂ©cole efficace ou lâhorizon du monde comme laboratoire
Le paradigme de « lâĂ©cole efficace » sâappuie sur la promotion de diffĂ©rentes mesures des rĂ©sultats scolaires, non seulement dans le domaine cognitif ou celui des compĂ©tences de base, mais aussi dans celui des compĂ©tences sociales ou affectives des Ă©lĂšves. Cette conception de lâĂ©valuation des apprentissages par les tests a contribuĂ© Ă stabiliser les interprĂ©tations du monde scientifique et politique dans des normes, des procĂ©dures, des informations, contribuant Ă©galement Ă inscrire les conceptions de lâĂ©cole efficace dans les pratiques des acteurs et dans lâorientation des politiques dâĂ©ducation. Cet article retrace la construction sociale des rĂ©seaux scientifiques et politiques ayant facilitĂ© un rapprochement entre recherche, management et politiques de lâĂ©ducation, entre production de connaissances scientifiques et outils de pilotage des systĂšmes Ă©ducatifs.The âefficient schoolâ paradigm is based on the promotion of school result measures in the areas of both cognitive skills and basic competencies, as well as studentsâ social and affective competencies. This conception for evaluating learning through tests contributed to establish the scientific and political interpretations regarding the norms, procedures, and information, as well as determining the notion of an efficient school in terms of the participantsâ practices and the direction of educational policies. This article describes the social construction of scientific and political networks that facilitated the development of an understanding between research, management, and school politics, and between the production of scientific knowledge and tools that direct educational systems.El paradigma de «la escuela eficaz» se basa en la promociĂłn de diferentes formas de medir los resultados escolares, no sĂłlo en el aspecto cognitivo o en las competencias bĂĄsicas, sino tambiĂ©n en el aspecto de las competencias sociales o afectivas de los alumnos. Esta concepciĂłn de la evaluaciĂłn de los aprendizajes por medio de las pruebas ha contribuido a estabilizar las interpretaciones del mundo cientĂfico y polĂtico dentro de normas, procedimientos, informaciones, que contribuyen de igual forma a inscribir las concepciones de la escuela eficaz en las prĂĄcticas de los actores y en la orientaciĂłn de las polĂticas de educaciĂłn. Este artĂculo evoca la construcciĂłn social de las redes cientĂficas y polĂticas que han facilitado un acercamiento entre investigaciĂłn, gestiĂłn y polĂticas de la educaciĂłn, entre producciĂłn de conocimientos cientĂficos y herramientas de manejo de los sistemas educativos
The New European Political Arithmetic of Inequalities in Education: A History of the Present
The article describes the emergence and development of positive epistemology and quantification tools in the dynamics of inequalities in education. It contributes to a history of the present at a time when datafication and experimentalism are reappearing in educational policies to justify the reduction of inequalities across international surveys and randomised controlled trials. This socioâhistory of metrics also sheds light on transformations about relationships historically established between the welfare state and education that have shaped the representation of inequalities and social programs in education. The use of largeâscale surveys and controlled experiments in social and educational policies developed in the 1920s and 30s, even if their methods and techniques have become more sophisticated due to statistical progress. However, statistical reasoning is today no less persuasive in justifying the measurement of student skills and various forms of state intervention for "atârisk" children and youth. With the rise of international organisations, notably the European Commission, demographic issues related to school population and the reduction of inequalities have shifted. It is less a question of selecting the most talented or gifted among workingâclass students than of investing in human capital from early childhood to improve the education systemsâ performance and competitiveness for the lifelong learning economy and European social investment strategy. This article attempts to illustrate this new arithmetic of inequalities in education at the European level
French Principals in Secondary Education: Towards New Roles and Responsibilities?
The field of research on school leadership is not really developed in France. Professional literature dominates over research papers and the concept of management is not very popular among educators and academics. It is considered as connoted to business and to the market and opposed to the values of public services. French principals view themselves as «administrators» or «representatives of the State» and they are very concerned to apply national legislation and ministryâs directives. Even if this notion is implicitly present within official instructions that define principals as «pedagogical and educative pilots» of schools, these executives lack real legitimacy to act on the teaching and learning issues which remain in the hands of State inspectors. So, leadership is recognized not as an official function, but rather through an implicit and blurred sense of professionalism expressed sometimes by professionals as «personal charisma», «sense of dialogue», «proximity». «Authority» and «responsibility» are the main social representations allowing principals to define their «missions» as public servants
Postface
IntroductionDepuis plusieurs dĂ©cennies, les secteurs de la formation professionnelle et de lâenseignement supĂ©rieur ont Ă©tĂ© profondĂ©ment bouleversĂ©s. Si lâĂtat continue de jouer un rĂŽle majeur dans lâoctroi des diplĂŽmes et des qualifications, une logique des compĂ©tences sâest institutionnalisĂ©e alors que se dĂ©veloppait une offre de formation continue dans un contexte de dĂ©centralisation des politiques de formation professionnelle (Lamanthe, Verdier, 1999). Au cĆur de ces transformations Ă©mer..
Malet RĂ©gis & Brisard Estelle (dir.). Modernisation de lâĂ©cole et contextes culturels : des politiques aux pratiques en France et en Grande-Bretagne
En France, les comparaisons internationales demeurent un exercice marginal alors quâelles constituent un vĂ©ritable champ de recherche outre-Manche et quâelles sâappuient sur des revues scientifiques de qualitĂ©. Câest le mĂ©rite du livre de RĂ©gis Malet et dâEstelle Brisard de nous rappeler que nul nâest prophĂšte en son pays et que la mĂ©thode comparative est aussi, comme lâĂ©crivait Ămile Durkheim, au fondement de lâadministration de la preuve. Lâouvrage prend comme fil conducteur les transformat..
A MODERNIZAĂĂO EFICAZ DA PROFISSĂO DE PROFESSOR CONFRONTADA ĂS NOVAS POLĂTICAS DE ACCOUNTABILITY
Atualmente, a reestruturação da profissĂŁo de professor tende a se inscrever em todosos lugares na Europa no que se refere ao estabelecimento de objetivos, medidas deperformance ou de eficĂĄcia, mesmo se hĂĄ construçÔes diferentes de um paĂs a outro. AeficiĂȘncia e a eficĂĄcia do corpo docente devem permitir uma melhoria dos resultados dosexames e dos testes aos alunos. A Nova GestĂŁo PĂșblica se funda sobre os princĂpios daracionalidade econĂŽmica e financeira, visando a eficiĂȘncia, a eficĂĄcia e se apoiando sobreorganismos reguladores (ministĂ©rios e agĂȘncias) que reforçam a exigĂȘncia da prestação decontas (accountability). Este acoplamento entre gestĂŁo e avaliação serve para justificaro domĂnio da despesa pĂșblica em educação e, mais particularmente, a racionalização docusto da gestĂŁo de recursos humanos. O artigo examina, de maneira crĂtica, os efeitosdesta gerĂȘncia da performance sobre os professores da educação, mostrando como aspolĂticas de prestação de contas se renovam por meio de seus conteĂșdos e instrumentos.Palavras-chave: Accountability. Nova gestĂŁo pĂșblica. ProfissĂ”es. Performatividade.PolĂtica da prova.</p
Mercado, performance, accountability. Duas décadas de retórica reaccionåria na educação
A performance e a eficĂĄcia instituĂram-se como prioridade das actuais polĂticas de educação. Quais os motivos que levaram Ă sua afirmação como paradigma dos sistemas educativos em detrimento da escola compreensiva? O presente artigo visa reconstituir e questionar a construção das teses fundamentais que contribuĂram para a denĂșncia da crise generalizada da escola compreensiva e o aparecimento do modelo de escola eficaz, capaz de se integrar num mercado concorrencial e globalizado, no quadro de uma retĂłrica reaccionĂĄria, instalada nos Ășltimos vinte anos nos EUA e no Reino Unido e que se vem alargando Ă escala global. Pretende-se, desta forma, suscitar a reflexĂŁo sobre o papel dos sociĂłlogos da educação na compreensĂŁo da interacção dos vĂĄrios agentes educativos a uma escala globalizada e das novas implicaçÔes do capitalismo nas polĂticas educativas.Palavras-chave: Mercado; performance; accountability; school effectiveness: agenda neoconservador
Lessard Claude & Meirieu Philippe (dir.). Lâobligation de rĂ©sultats en Ă©ducation. Ăvolutions, perspectives et enjeux internationaux
Le livre coordonnĂ© par Claude Lessard et Philippe Meirieu est une rĂ©Ă©dition dâune publication, suite Ă un colloque organisĂ© en automne 2000 Ă MontrĂ©al, dans le cadre des entretiens Jacques Cartier. Il nâa rien perdu de son intĂ©rĂȘt et de son actualitĂ©. Car, comme Ă©crit Claude Lessard, en introduction Ă lâouvrage, lâ« obligation de rĂ©sultats », ou la « redevabilité » ou encore la « reddition des comptes », est bien un mode de rĂ©gulation de lâĂ©ducation Ă lâĂ©chelle internationale. Il correspond Ă ..
Dumay Xavier & Dupriez Vincent (dir.). LâefficacitĂ© dans lâenseignement. Promesses et zones dâombre
Le livre de Xavier Dumay et Vincent Dupriez est une synthĂšse et discussion des travaux de lâEducational effectiveness research (EER), accompagnĂ©es par une prĂ©sentation des Ă©tudes conduites en Belgique et en France. Les recherches sur lâĂ©cole efficace ne se rĂ©sument pas Ă lâidentification des pratiques et des dispositifs pĂ©dagogiques qui amĂ©liorent les rĂ©sultats des Ă©lĂšves. Elles visent aussi Ă comprendre et Ă expliquer les variations des performances scolaires selon les environnements dâappre..
Maroy Christian (dir.). LâĂ©cole Ă lâĂ©preuve de la performance. Les politiques de rĂ©gulation par les rĂ©sultats
Lâaccountability, ses diffĂ©rentes configurations et ses limites, ont Ă©tĂ© bien Ă©tudiĂ©es sur le plan empirique par les chercheurs anglo-saxons mais peu de travaux leur ont Ă©tĂ© consacrĂ©s dans lâespace francophone. Câest le mĂ©rite de lâouvrage coordonnĂ© par Christian Maroy de contribuer Ă ce champ de recherches Ă partir majoritairement dâexemples tirĂ©s des expĂ©riences quĂ©bĂ©coises, belges et françaises. Le livre propose dâĂ©tudier les significations, les usages et les effets des politiques de rĂ©gul..
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