Subjects -> EDUCATION (Total: 2333 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (31 journals)
    - EDUCATION (2002 journals)
    - HIGHER EDUCATION (141 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (35 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (38 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2002 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Jurnal Akuntabilitas Manajemen Pendidikan     Open Access  
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab     Open Access  
Jurnal Bahasa Lingua Scientia     Open Access  
Jurnal Basicedu : Journal of Elementary Education     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access  
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 1)
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access  
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 18)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 32)
Language Teaching Research     Hybrid Journal   (Followers: 24)
Language Testing in Asia     Open Access   (Followers: 2)
Language, Culture and Curriculum     Hybrid Journal   (Followers: 9)
Language, Speech, and Hearing Services in Schools     Full-text available via subscription   (Followers: 13)
Laplage em Revista     Open Access   (Followers: 1)
Large-scale Assessments in Education     Open Access  
Latin American Journal of Content & Language Integrated Learning     Open Access  
LATISS Learning and Teaching in the Social Sciences     Hybrid Journal  
Law Teacher     Hybrid Journal   (Followers: 11)
Le Pédagogue     Open Access  
Leadership and Policy in Schools     Hybrid Journal   (Followers: 10)
Leading and Managing     Full-text available via subscription   (Followers: 3)
Learning & Behavior     Full-text available via subscription   (Followers: 4)
Learning : Research and Practice     Hybrid Journal  
Learning and Individual Differences     Hybrid Journal   (Followers: 11)
Learning and Instruction     Hybrid Journal   (Followers: 29)
Learning and Motivation     Hybrid Journal   (Followers: 17)
Learning and Teaching     Full-text available via subscription   (Followers: 3)
Learning and Teaching : The International Journal of Higher Education in the Social Sciences     Full-text available via subscription   (Followers: 10)
Learning and Teaching Mathematics     Full-text available via subscription   (Followers: 7)
Learning Disabilities Research & Practice     Hybrid Journal   (Followers: 14)
Learning, Culture and Social Interaction     Hybrid Journal   (Followers: 3)
Learning, Media and Technology     Hybrid Journal   (Followers: 53)
Lectura : Jurnal Pendidikan     Open Access  
Legal Education Review     Full-text available via subscription   (Followers: 4)
Les dossiers des sciences de l’éducation     Open Access  
Lidil     Open Access  
LingTera     Open Access  
Lingua Franca : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
Linguistics and Education     Hybrid Journal   (Followers: 12)
Linhas Criticas     Open Access  
Lisanul' Arab : Journal of Arabic Learning and Teaching     Open Access   (Followers: 1)
LITERA     Open Access  
Literacy     Hybrid Journal   (Followers: 5)
Literacy in Composition Studies     Open Access  
Literacy Learning: The Middle Years     Full-text available via subscription   (Followers: 6)
Literacy Research : Theory, Method, and Practice     Full-text available via subscription   (Followers: 5)
Literacy Research and Instruction     Hybrid Journal   (Followers: 3)
LLT Journal : A Journal on Language and Language Teaching     Open Access  
LO SCALPELLO-OTODI Educational     Hybrid Journal  
LOEX Quarterly     Full-text available via subscription   (Followers: 22)
LOGIKA Jurnal Ilmiah Lemlit Unswagati Cirebon     Open Access  
London Review of Education     Open Access   (Followers: 5)
Longitudinal and Life Course Studies     Full-text available via subscription   (Followers: 2)
LUMAT : International Journal on Math, Science and Technology Education     Open Access  
LUMAT-B : International Journal on Math, Science and Technology Education     Open Access  
MADARASAH Jurnal Pendidikan dan Pembelajaran Dasar     Open Access   (Followers: 1)
Maestro y Sociedad     Open Access  
Magister : Revista de Formación del Profesorado e Innovación Educativa     Open Access  
Magister : Revista de Investigación Educativa     Full-text available via subscription  
Management in Education     Hybrid Journal   (Followers: 11)
Management Teaching Review     Hybrid Journal   (Followers: 1)
Manajemen Pendidikan     Open Access  
Manajer Pendidikan     Open Access  
MaPan : Jurnal Matematika dan Pembelajaran     Open Access  
MarcoELE     Open Access  
Marketing of Scientific and Research Organizations     Open Access  
Mask     Full-text available via subscription   (Followers: 1)
Matemáticas, Educación y Sociedad     Open Access  
Mathematical Methods in the Applied Sciences     Hybrid Journal   (Followers: 4)
Mathematics Education Forum Chitwan     Open Access  
Mathematics Education Journal     Open Access   (Followers: 1)
Mathematics Education Research Journal     Partially Free   (Followers: 17)
McGill Journal of Education / Revue des sciences de l'éducation de McGill     Open Access   (Followers: 3)
Media Practice and Education     Hybrid Journal   (Followers: 8)
Medical Education     Hybrid Journal   (Followers: 74)
Medical Education Development     Open Access   (Followers: 14)
Medical Education Online     Open Access   (Followers: 33)
Medical Science Educator     Hybrid Journal   (Followers: 2)
MEDICC Review     Open Access  
Medienwelten - Zeitschrift für Medienpädagogik     Open Access  
Mediterranean Journal of Social Sciences     Open Access  
Mentoring & Tutoring: Partnership in Learning     Hybrid Journal   (Followers: 8)
Mesure et évaluation en éducation     Full-text available via subscription   (Followers: 1)
Metacognition and Learning     Hybrid Journal   (Followers: 9)
Method & Theory in the Study of Religion     Hybrid Journal   (Followers: 10)
Metro Magazine: Media & Education Magazine     Full-text available via subscription   (Followers: 3)
Michigan Journal of Community Service Learning     Free   (Followers: 3)
Mid-Atlantic Education Review     Open Access   (Followers: 1)
MIDA : Jurnal Pendidikan Dasar Islam     Open Access  
Middle Grades Review     Open Access  
Millenium : Journal of Education, Technologies, and Health     Open Access  
Mimbar Pendidikan : Jurnal Indonesia untuk Kajian Pendidikan     Open Access  
MIMBAR PENDIDIKAN : Jurnal Indonesia untuk Kajian Pendidikan (Indonesian Journal for Educational Studies)     Open Access  
Mind, Brain, and Education     Hybrid Journal   (Followers: 6)
Minerva     Hybrid Journal   (Followers: 14)
Miscelánea Comillas. Revista de Ciencias Humanas y Sociales     Open Access  
Modelling in Science Education and Learning     Open Access   (Followers: 1)
Modulema : Revista Científica sobre Diversidad Cultural     Open Access   (Followers: 1)
Morphologie     Full-text available via subscription  
Movimento     Open Access  
MSOR Connections     Open Access   (Followers: 1)
Muaddib : Studi Kependidikan dan Keislaman     Open Access  
MULTIárea : Revista de didáctica     Open Access  
Multicultural Perspectives     Hybrid Journal   (Followers: 6)
Multidisciplinary Journal of Educational Research     Open Access   (Followers: 3)
Multilingual Education     Open Access   (Followers: 3)
Muróbbî : Jurnal Ilmu Pendidikan     Open Access  
Music Education Research     Hybrid Journal   (Followers: 14)
Music Educators Journal     Hybrid Journal   (Followers: 8)
Musica Docta     Open Access   (Followers: 1)
MUST : Journal of Mathematics Education, Science and Technology     Open Access   (Followers: 1)
Nadwa : Jurnal Pendidikan Islam     Open Access  
NALS Journal     Open Access  
NASPA Journal About Women in Higher Education     Hybrid Journal   (Followers: 3)
NASSP Bulletin     Hybrid Journal   (Followers: 1)
National Identities     Hybrid Journal   (Followers: 6)
National Institute Economic Review     Hybrid Journal   (Followers: 10)
Natural Science     Open Access   (Followers: 9)
Nature Methods     Full-text available via subscription   (Followers: 422)
Near and Middle Eastern Journal of Research in Education     Open Access   (Followers: 1)
Netla     Open Access  
New Directions for Adult & Continuing Education     Hybrid Journal   (Followers: 7)
New Directions for Community Colleges     Hybrid Journal   (Followers: 3)

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Mesure et évaluation en éducation
Number of Followers: 1  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 0823-3993 - ISSN (Online) 2368-2000
Published by Érudit Homepage  [151 journals]
  • Connaissances métacognitives et stratégies d’autorégulation
           impliquées dans la révision de textes : construction et validation
           d’un instrument autorapporté
    • Abstract: Dyanne Escorcia ,Fabien Fenouillet : La présente recherche a pour but de construire et de valider le Questionnaire des composantes métacognitives de la révision de textes (QCMR) en contexte universitaire. Au total, 451 étudiants de licence (trois premières années à l’université) appartenant à plusieurs domaines d’étude dans une université française ont participé à l’étude. Après une version initiale du questionnaire, qui comportait 41 items, une analyse factorielle exploratoire a révélé 5 facteurs correspondant aux dimensions théoriques envisagées. Une analyse factorielle confirmatoire a validé cette structure, qui mesure les variables suivantes : connaissances métacognitives déclaratives, gestion du temps, autosurveillance, connaissances métacognitives procédurales et recherche d’aide. Un bon niveau de fiabilité a été constaté : des coefficients alpha allant de 0,74 à 0,83 ainsi qu’un degré satisfaisant de stabilité temporelle. Le QCMR possède également une bonne validité prédictive. : The present study aims to construct and validate the Metacognitive Components of Revising Questionnaire (QCMR) in university context. The participants were 451 students from a French university enrolled in different first to third year programs. After a first version of the questionnaire including 41 items, an exploratory factor analysis showed 5 factors which correspond to the theoretical dimensions considered by the researchers. This structure was confirmed by a confirmatory factor analysis and can measure the following variables: declarative metacognitive knowledge, management of time, self-monitoring, procedural metacognitive knowledge and seeking help. The analysis presents a good internal reliability with alpha coefficients ranged from .74 to .83. The results of the test-retest reliability were good. Finally, the QCMR presents a correct predictive validity. : O objetivo desta investigação é construir e validar o Questionário de componentes metacognitivos da revisão de textos (QCMR) no contexto universitário. Participaram no estudo 451 estudantes de licenciatura (três primeiros anos na universidade) de várias áreas de estudo de uma universidade francesa. Após uma versão inicial do questionário, que incluiu 41 itens, uma análise fatorial exploratória revelou 5 fatores correspondentes às dimensões teóricas consideradas. Uma análise fatorial confirmatória validou esta estrutura que mede as seguintes variáveis: conhecimentos metacognitivos declarativos, gestão do tempo, autovigilância, conhecimentos metacognitivos processuais e investigação de ajuda. Constatou-se um bom nível de fiabilidade: os coeficientes alfa variam de 0,74 a 0,83 e a estabilidade temporal apresenta um grau satisfatório. QCMR também tem boa validade preditiva.
       
  • Approches psychométrique et didactique de la validité d’une
           évaluation externe en mathématiques : quelles complémentarités et
           quelles divergences '
    • Abstract: Nadine Grapin ,Brigitte Grugeon-Allys : Si la notion de validité fait l’objet de multiples recherches, notamment dans le champ de la psychométrie, elle n’a pas encore été beaucoup étudiée dans le cadre de la didactique des mathématiques. Nous proposons d’expliciter la façon dont les outils de ce champ de recherche, en particulier l’analyse a priori des tâches, peuvent être exploités pour apporter des preuves de validité complémentaires à celles de la psychométrie. Une première partie vise à proposer une méthodologie d’analyse et de conception du contenu d’une évaluation externe dans laquelle l’approche didactique de la validité est pensée en complémentarité de celle psychométrique. Nous illustrons, dans une deuxième partie, la mise en oeuvre de cette méthodologie sur l’étude de deux domaines mathématiques (l’arithmétique en fin d’école et l’algèbre en fin de collège) dans des évaluations menées nationalement en France à ces deux ordres d’enseignement. : Even if many researches deal with validity, especially in psychometrics, this notion hasn’t been significantly discussed in the field of didactics of mathematics. This paper examines how didactics tools, especially a priori analysis of tasks, can be used to bring validity evidence in addition to those provided by psychometrics. A first part of the paper aims to expose a methodology, using a combination of didactic and psychometric approaches, to analyze and design external assessment tests. In a second part, we implement this methodology to study two national large scale assessments, in two mathematical domains at two levels of school (arithmetic at the end of primary school and algebra at the end of grade 9), in France. : Embora o conceito de validade seja objeto de muitas investigações, particularmente no campo da psicometria, não foi ainda muito estudado no quadro da didática das matemáticas. Ora, o nosso propósito é explicar a maneira como as ferramentas deste campo de investigação, em particular a análise prévia de tarefas, podem ser exploradas para fornecer provas de validade complementares às da psicometria. A primeira parte visa propor uma metodologia de análise e conceção do conteúdo de uma avaliação externa na qual a abordagem didática da validade é pensada em complementaridade à da psicometria. Numa segunda parte, mostramos a implementação desta metodologia no estudo de dois domínios matemáticos (aritmética no final do 2.º ciclo e de álgebra no final do 3.º ciclo do ensino básico) nas avaliações realizadas a nível nacional em França nestes dois níveis de ensino.
       
  • Évaluer la résilience des étudiants en santé en France : adaptation
           et mesure de l’invariance de l’échelle CD-RISC 10
    • Abstract: Gilles Guihard ,Audrey Morice-Ramat ,Laurent Deumier ,Lionel Goronflot ,Brigitte Alliot-Licht ,Ludivine Bouton-Kelly : La résilience correspond à la manifestation de signes psychophysiologiques positifs chez un individu évoluant dans un environnement stressant. L’échelle abrégée de Connor et Davidson (CD-RISC 10) en permet une estimation fiable et rapide. Une version française n’existant pas, nos objectifs ont consisté à produire cette version, à en analyser les propriétés psychométriques et à en tester l’invariance dans différents échantillons. Le projet a impliqué les étudiants inscrits en santé à l’Université de Nantes. Nous avons exploité 1347 réponses provenant d’étudiants inscrits en première année commune aux études de santé (PACES), d’étudiants en odontologie et en médecine ainsi que d’internes de médecine générale. Les analyses ont confirmé la structure unidimensionnelle. Les indicateurs de consistance interne et de stabilité temporelle étaient acceptables. La validité convergente était seulement satisfaite pour les internes de médecine générale. L’analyse a montré que l’invariance selon le genre ou le curriculum était acceptable au niveau métrique/ faible. Le niveau d’invariance scalaire/fort selon le genre n’a été satisfait que chez les étudiants en PACES et les internes. Une invariance partielle a été proposée en fonction du genre pour les étudiants en médecine et en odontologie. Nos résultats indiquent que l’échelle CD-RISC 10 peut être utilisée pour évaluer la résilience d’étudiants en santé en France, dès lors qu’une mesure d’invariance accompagne les analyses statistiques. : Resilience corresponds to positive psychophysiological outcomes while living in a stressful environment. The 10-item Connor-Davidson resilience scale (CD-RISC 10) allows a reliable and rapid estimation of resilience. As French version is still lacking, our objectives were to produce a French version, to analyze the psychometric properties and to measure scale invariance in different samples. The project involved health students enrolled at Nantes University. The dataset was composed by 1347 responses originating from first-year students, from dental and medical students, and from family medicine residents. Analyses revealed a replicable unidimensional structure. The indicators of internal consistency and time-related stability reached acceptance thresholds. Convergent validity was found acceptable only in the sample of family medicine residents. Scale invariance across gender and curriculum was satisfied at the weak/metric level. Strong/scalar invariance across gender was only observed for first-year students and for family medicine residents. Partial scale invariance across gender was proposed for medical and dental students. These results indicate that the French version of the CD-RISC 10 scale can be used to assess French health students resilience. However, invariance measurement remains essential in order to validate comparative analyses. : A resiliência corresponde à manifestação de sinais psicofisiológicos positivos num indivíduo que evolui num ambiente de stressante. A escala de resiliência Connor-Davidson (CD-RISC) 10 permite uma estimativa fiável e rápida. Os nossos objetivos foram produzir uma versão francesa desta escala, analisar as suas propriedades psicométricas e testar a sua invariância em diferentes amostras. O projeto envolveu estudantes matriculados em saúde na Universidade de Nantes. Utilizamos 1347 respostas provenientes de alunos matriculados no primeiro ano comum nos estudos de saúde (PACES), estudantes de odontologia e medicina e internos em medicina geral. As análises confirmaram a estrutura unidimensional. Os indicadores de consistência interna e estabilidade temporal foram aceitáveis. A validade convergente só foi satisfeita pelos internos em medicina geral. A análise mostrou que a invariância de género ou de currículo era aceitável no nível métrico/fraco. O nível de invariância escalar/forte de género foi satisfeito apenas nos estudantes do PACES e internos. Invariância parcial foi proposta em função do género nos estudantes em medicina e odontologia. Os nossos resultados indicam que a escala CD-RISC 10 pode ser usada para avaliar a resiliência de estudantes de saúde em França, uma vez que uma medida de invariância acompanha as análises estatísticas.
       
  • Perceptions par les élèves du climat de soutien en mathématiques :
           validation d’échelles et étude des différences selon le genre en
           5e secondaire
    • Abstract: Doriane Jaegers ,Dominique Lafontaine : Cette étude vise à valider des échelles en langue française destinées à mesurer les perceptions qu’ont les élèves de 5e secondaire (16 ans) du climat de soutien dans leur classe de mathématiques. Se basant sur la théorie de l’autodétermination (Deci et Ryan, 2000a, 2000b) et, plus spécifiquement, sur la satisfaction des trois besoins fondamentaux, les échelles utilisées étayent le troisième pilier du modèle tridimensionnel d’un enseignement de qualité de Klieme et ses collaborateurs (2006). Les résultats d’analyses factorielles exploratoires et confirmatoires ont abouti à quatre échelles dont les qualités psychométriques sont satisfaisantes. La présente recherche examine également les différences de perceptions du climat de soutien en mathématiques en fonction du genre. Si aucune différence n’est trouvée pour trois échelles, les analyses indiquent que, de manière significative, les filles perçoivent davantage l’implication de leur enseignant que les garçons, et ce, même sous contrôle du niveau socioéconomique et des performances en mathématiques. : This study aims at validating a French version of scales designed to measure students’ perceptions of supportive climate in mathematics in grade 11 (16 years old). Based on Self-Determination Theory (Deci & Ryan, 2000a, 2000b), and more precisely on the fulfillment of the three psychological basic needs, the scales focus one of the three basic dimensions of Klieme et al.’s model of instructional quality (Klieme et al., 2006). Results from exploratory and confirmatory factor analyses showed that the four scales present good psychometric properties. The current study also investigates gender differences in students’ perceptions of supportive climate in mathematics. If no gender differences are found for three scales, results show that girls perceive more significantly teacher social and academic support than boys, even under control of their socioeconomic status and their math abilities. : O objetivo deste estudo é validar as escalas em língua francesa destinadas a medir as perceções dos alunos do 5.º secundário (16 anos de idade) sobre o clima de apoio nas aulas de matemática. Com base na teoria da autodeterminação (Deci & Ryan, 2000a, 2000b) e, mais especificamente, na satisfação das três necessidades fundamentais, as escalas utilizadas suportam o terceiro pilar do modelo tridimensional de um ensino de qualidade de Klieme e dos seus colaboradores (2006). Os resultados das análises fatoriais exploratórias e confirmatórias geraram quatro escalas cujas qualidades psicométricas são satisfatórias. A presente investigação também examina as diferenças de perceções do clima de apoio em matemática em função do género. Embora não haja diferença para três escalas, as análises indicam que, significativamente, as meninas percebem o envolvimento do professor mais do que os meninos, mesmo sob o controlo do nível socioeconómico e dos desempenhos em matemática.
       
  • Évaluation formative et autorégulation des apprentissages des
           élèves : propositions méthodologiques pour l’analyse de processus in
           situ
    • Abstract: Céline Lepareur ,Michel Grangeat : La recherche concerne l’étude des effets de différentes modalités d’évaluation formative sur l’autorégulation des apprentissages des élèves, dans le cadre de l’enseignement scientifique fondé sur l’investigation. Des indicateurs nous permettant d’analyser les processus in situ sont construits et deux situations d’enseignement sont comparées. La première porte sur l’évaluation formative que les enseignants mettent en oeuvre dans leur pratique quotidienne. La seconde concerne l’évaluation formative mise en oeuvre par les mêmes enseignants l’année suivante, à la suite d’un travail réflexif avec des chercheurs. Après avoir confirmé, par le biais d’une analyse statistique, que les enseignants mettent en oeuvre différentes modalités d’évaluation formative d’une année à l’autre, nous décrivons les pratiques évaluatives des enseignants et leurs effets sur les élèves. Nous observons un meilleur équilibre dans l’usage des différentes modalités d’évaluation formative par les enseignants dans la seconde situation ainsi qu’une autorégulation plus efficace des comportements des élèves dans la tâche proposée. : The research concerns the study of the effects of different practices of formative assessment on student self-regulation, in the context of inquiry-based science teaching. An indicator grid is constructed to analyze in situ processes, and two teaching situations are compared. The first corresponds to formative assessment such as teachers implement it in their daily practice. The second concerns the assessment practices implemented by the same teachers the following year, after a reflective workshop with the researchers. After confirming through a statistical analysis that teachers implement different modalities of formative assessment from one year to the next, we describe the evaluative practices of teachers and their effects on students. Our results show a better balance in the use of different formative assessment modalities by the teachers in the second situation and a more efficient self-regulation by the students in the proposed task. : A investigação diz respeito ao estudo dos efeitos de diferentes modalidades de avaliação formativa sobre a autorregulação das aprendizagens dos alunos, no âmbito do ensino científico baseado na investigação. São construídos indicadores que nos permitem analisar processos in situ e são comparadas duas situações de ensino. A primeira tem a ver com avaliação formativa que os professores implementam na sua prática diária. A segunda diz respeito à avaliação formativa implementada pelos mesmos professores no ano seguinte após um trabalho reflexivo com investigadores. Após a confirmação, através do enviesamento da análise estatística, que os professores implementam diferentes modalidades de avaliação formativa de um ano para o outro, descrevemos as práticas de avaliação dos professores e os seus efeitos nos alunos. Observamos um melhor equilíbrio no uso de diferentes modalidades de avaliação formativa pelos professores na segunda situação, bem como uma autorregulação mais eficaz dos comportamentos dos alunos na tarefa proposta.
       
 
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