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Contains research project reports arranged by subject with descriptors from the EUDISED Multilingual Thesaurus.
Americans worry continually about their schools with frequent discussions of the "crisis" in American education, of the "failures" of the public school systems, and of the inability of schools to meet the current challenges of contemporary life. Such concerns date back at least to the nineteenth century. A thread that weaves its way through the critiques of American elementary and secondary schools is that the educational system is not serving its children well, that more should be done to enhance achievement and higher performance. These critiques first began when the United States was industrializing and were later amplified when the Soviets and Japan were thought to be grinding down the competitive position of America. At the start of the twenty-first century, as we discuss globalization and maintaining our leadership position in the world economy, they are being heard again. The Urban School: A Factory for Failure challenges these assumptions about American education. Indeed, a basic premise of the book is that the American school system is working quite well-doing exactly what is expected of it. To wit, that the schools in the United States affirm, reflect, and reinforce the social inequalities that exist in the social structures of the society. Stated differently, the schools are not great engines for equalizing the existing social inequalities. Rather, they work to reinforce the social class differences that we have had in the past and continue to have in more pronounced ways at present. Rist uses both sociological and anthropological methods to examine life in one segregated African-American school in the mid-western United States. A classroom of some thirty children were followed from their first day of kindergarten through the second grade. Detailed accounts of the day-by-day process of sorting, stratifying, and separating the children by social class backgrounds demonstrates the means of ensuring that both the poor and middle-class students soon learned their appropriate place in the social hierarchy of the school. Instructional time, discipline, and teacher attention all varied by social class of the students, with those at the bottom of the ladder consistently receiving few positive rewards and many negative sanctions. When The Urban School was first published in 1973, the National School Boards Association called it one of the ten most influential books on American education for the year. It remains essential reading for educators, sociologists, and economists.
What constitutes quality schooling? What are the implications for educational practice and administration? The text looks at these questions and examines international research evidence and reform initiatives with particular emphasis on North America, UK, Australasia and the Third World. It offers a synopsis of the Third World School Effects Research (SER). The authors claim that the challenges now facing educational leaders is to find a balance between SER and the other school movements and to ask more demanding questions of our educational systems.
This Child-Friendly Schools (CFS) Manual was developed during three-and-a-half years of continuous work, involving the United Nations Children's Fund education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. The manual is a part of a total resource package that includes an e-learning package for capacity-building in the use of CFS models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings.
Translation of cognitive representations into written language is one of the most important processes in writing. This volume provides a long-awaited updated overview of the field. The contributors discuss each of the commonly used research methods for studying translation; theorize about the nature of the cognitive and language representations and cognitive/linguistic transformation mechanisms involved in translation during writing; and make the case that translation is a higher-order executive function that is fundamental to the writing process. The book also reviews the application of research to practice -- that is, the translation of the research findings in education and the work-world for individuals who interact with others using written language to communicate ideas. This volume provides a rich resource for student, theorists, and empirical researchers in cognitive psychology, linguistics, and education; and teachers and clinicians who can use the research in their work.
Early childhood, from birth through school entry, was largely invisible worldwide as a policy concern for much of the twentieth century. Children, in the eyes of most countries, were 'appendages' of their parents or simply embedded in the larger family structure. The child did not emerge as a separate social entity until school age (typically six or seven). 'Africa's Future, Africa's Challenge: Early Childhood Care and Development in Sub-Saharan Africa' focuses on the 130 million children south of the Sahel in this 0-6 age group. This book, the first of its kind, presents a balanced collection of articles written by African and non-African authors ranging from field practitioners to academicians and from members of government organizations to those of nongovernmental and local organizations. 'Africa's Future, Africa's Challenge' compiles the latest data and viewpoints on the state of Sub-Saharan Africa's children. Topics covered include the rationale for investing in young children, policy trends in early childhood development (ECD), historical perspectives of ECD in Sub-Saharan Africa including indigenous approaches, new threats from HIV/AIDS, and the importance of fathers in children's lives. The book also addresses policy development and ECD implementation issues; presents the ECD programming experience in several countries, highlighting best practices and challenges; and evaluates the impact of ECD programs in a number of countries.
The author's system approach to program planning stands in contrast to the "packaged-program" approach that will be familiar to many readers. Rather than advocating a single all-purpose model, the author stresses the need to develop programs for the gifted that are based upon and responsive to the peculiarities of specific localities.