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Ajouter le résultat dans votre panierDeveloping schools as learning organisations—“Why” and “how”? / Marco Kools in European Journal of Education, vol. 55, n° 1 (March 2020)
Titre : Erasmus student mobility flows Type de document : document électronique Auteurs : Kristijan Breznik ; Vesna Skrbinjek Année de publication : 2020 Article en page(s) : pp. 105-117 Langues : Anglais (eng) Catégories : A HISTOIRE - Pays et ensemble de pays:Ensembles politiques:Union européenne Use for events after November 1993. Otherwise, use "EEC countries".; A HISTOIRE - Pays et ensemble de pays:Histoire de l'Europe:Europe ; G ENSEIGNEMENT - EDUCATION:Planification de l'éducation:Statistique de l'éducation ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement supérieurStage following secondary education, regardless of course duration or certificate awarded.Mots-clés : HOCHSCHULWESEN HIGHER EDUCATION ENSENANZA SUPERIOR STUDENT STUDENT ESTUDIANTE ETUDIANT RAUMLICHE MOBILITAT GEOGRAPHIC MOBILITY MOVILIDAD GEOGRAFICA MOBILITE GEOGRAPHIQUE EUROPAISCHES PROGRAMM EUROPEAN PROGRAMME PROGRAMA EUROPEO PROGRAMME EUROPEEN PROGRAMME ERASMUS BILDUNGSSTATISTIK EDUCATION STATISTIC ESTADISTICA DE LA EDUCACION INTERNATIONALER VERGLEICH INTERNATIONAL COMPARISON COMPARACION INTERNACIONAL COMPARAISON INTERNATIONALE EUROPAISCHE UNION EUROPEAN UNION UNION EUROPEA EUROPA EUROPA Résumé : This article identifies student mobility flows using Erasmus data from 2007–2008 to 2013–2014. We used the software programmes “R” for statistical analysis and “Pajek” for analysis of networks. Findings provide an overview of student mobility from three perspectives. We find the most balanced relative outbound and inbound mobility in Spain, Switzerland, Austria and Poland. Moreover, Spain and Italy exchange the most students between each other. Overall, the core centres for student mobility are Spain, France, Germany and Italy. Smaller countries, such as Luxemburg, Malta and Liechtenstein, have large numbers of mobile students considering the size of the country's student population. The network analysis revealed three groups of countries: (1) good receivers and senders (Spain, Italy, and Germany), (2) good receivers only (Finland, Sweden, the United Kingdom and Portugal) and (3) good senders only (Belgium and the Czech Republic). En ligne : https://doi.org/10.1111/ejed.12379 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242126
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 105-117[article] Erasmus student mobility flows [document électronique] / Kristijan Breznik ; Vesna Skrbinjek . - 2020 . - pp. 105-117.
Langues : Anglais (eng)
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 105-117
Catégories : A HISTOIRE - Pays et ensemble de pays:Ensembles politiques:Union européenne Use for events after November 1993. Otherwise, use "EEC countries".; A HISTOIRE - Pays et ensemble de pays:Histoire de l'Europe:Europe ; G ENSEIGNEMENT - EDUCATION:Planification de l'éducation:Statistique de l'éducation ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement supérieurStage following secondary education, regardless of course duration or certificate awarded.Mots-clés : HOCHSCHULWESEN HIGHER EDUCATION ENSENANZA SUPERIOR STUDENT STUDENT ESTUDIANTE ETUDIANT RAUMLICHE MOBILITAT GEOGRAPHIC MOBILITY MOVILIDAD GEOGRAFICA MOBILITE GEOGRAPHIQUE EUROPAISCHES PROGRAMM EUROPEAN PROGRAMME PROGRAMA EUROPEO PROGRAMME EUROPEEN PROGRAMME ERASMUS BILDUNGSSTATISTIK EDUCATION STATISTIC ESTADISTICA DE LA EDUCACION INTERNATIONALER VERGLEICH INTERNATIONAL COMPARISON COMPARACION INTERNACIONAL COMPARAISON INTERNATIONALE EUROPAISCHE UNION EUROPEAN UNION UNION EUROPEA EUROPA EUROPA Résumé : This article identifies student mobility flows using Erasmus data from 2007–2008 to 2013–2014. We used the software programmes “R” for statistical analysis and “Pajek” for analysis of networks. Findings provide an overview of student mobility from three perspectives. We find the most balanced relative outbound and inbound mobility in Spain, Switzerland, Austria and Poland. Moreover, Spain and Italy exchange the most students between each other. Overall, the core centres for student mobility are Spain, France, Germany and Italy. Smaller countries, such as Luxemburg, Malta and Liechtenstein, have large numbers of mobile students considering the size of the country's student population. The network analysis revealed three groups of countries: (1) good receivers and senders (Spain, Italy, and Germany), (2) good receivers only (Finland, Sweden, the United Kingdom and Portugal) and (3) good senders only (Belgium and the Czech Republic). En ligne : https://doi.org/10.1111/ejed.12379 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242126
Titre : From silos to solutions: How one district is building a culture of collaboration and learning between school principals and central office leaders Type de document : document électronique Auteurs : Angela King Smith ; Seung?Hyun Han ; Karen E. Watkins Année de publication : 2020 Article en page(s) : pp. 58-75 Langues : Anglais (eng) Catégories : C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Gestion du personnel:Gestion du personnel:Conditions d'emploi:Conditions de travail:Organisation du travail ; G ENSEIGNEMENT - EDUCATION:Etablissements d'enseignement:Établissement d'enseignement ; S SCIENCES ET TECHNIQUES:Approche scientifique:Travail de recherche:Étude de cas Mots-clés : AKTIONSFORSCHUNG ACTION RESEARCH INVESTIGACION-ACCION RECHERCHE ACTION ERZIEHUNGSSYSTEM EDUCATIONAL SYSTEM SISTEMA EDUCATIVO SYSTEME EDUCATIF BILDUNGSPOLITIK EDUCATION POLICY POLITICA DE LA EDUCACION POLITIQUE DE L'EDUCATION BILDUNGSSTATTE EDUCATIONAL INSTITUTION CENTRO DE ENSENANZA UMSTRUKTURIERUNG ORGANIZATIONAL CHANGE CAMBIO ORGANIZACIONAL CHANGEMENT ORGANISATIONNEL SCHULLEITER HEAD TEACHER DIRECTOR DE ESTABLECIMIENTO ESCOLAR CHEF D'ETABLISSEMENT ARBEITSORGANISATION WORK ORGANISATION ORGANIZACION DEL TRABAJO DIENSTLEISTUNGSBEZIEHUNG SERVICE RELATIONSHIP RELACION DE SERVICIO RELATION DE SERVICE LOKALER ANSATZ LOCAL APPROACH ENFOQUE LOCAL APPROCHE LOCALE FALLSTUDIE CASE STUDY ESTUDIO DE CASOS ERWACHSENENBILDUNG ADULT TRAINING FORMACION DE ADULTOS FORMATION DES ADULTES BEURTEILUNG DER WEITERBILDUNG CVT EVALUATION EVALUACION DE LA FORMACION PROFESIONAL EVALUATION DE LA FORMATION PROFESSIONNELLE VEREINIGTE STAATEN UNITED STATES ESTADOS UNIDOS ETATS UNIS Résumé : Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data?informed change in one large school district in the southern United States. En ligne : https://doi.org/10.1111/ejed.12382 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242127
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 58-75[article] From silos to solutions: How one district is building a culture of collaboration and learning between school principals and central office leaders [document électronique] / Angela King Smith ; Seung?Hyun Han ; Karen E. Watkins . - 2020 . - pp. 58-75.
Langues : Anglais (eng)
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 58-75
Catégories : C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Gestion du personnel:Gestion du personnel:Conditions d'emploi:Conditions de travail:Organisation du travail ; G ENSEIGNEMENT - EDUCATION:Etablissements d'enseignement:Établissement d'enseignement ; S SCIENCES ET TECHNIQUES:Approche scientifique:Travail de recherche:Étude de cas Mots-clés : AKTIONSFORSCHUNG ACTION RESEARCH INVESTIGACION-ACCION RECHERCHE ACTION ERZIEHUNGSSYSTEM EDUCATIONAL SYSTEM SISTEMA EDUCATIVO SYSTEME EDUCATIF BILDUNGSPOLITIK EDUCATION POLICY POLITICA DE LA EDUCACION POLITIQUE DE L'EDUCATION BILDUNGSSTATTE EDUCATIONAL INSTITUTION CENTRO DE ENSENANZA UMSTRUKTURIERUNG ORGANIZATIONAL CHANGE CAMBIO ORGANIZACIONAL CHANGEMENT ORGANISATIONNEL SCHULLEITER HEAD TEACHER DIRECTOR DE ESTABLECIMIENTO ESCOLAR CHEF D'ETABLISSEMENT ARBEITSORGANISATION WORK ORGANISATION ORGANIZACION DEL TRABAJO DIENSTLEISTUNGSBEZIEHUNG SERVICE RELATIONSHIP RELACION DE SERVICIO RELATION DE SERVICE LOKALER ANSATZ LOCAL APPROACH ENFOQUE LOCAL APPROCHE LOCALE FALLSTUDIE CASE STUDY ESTUDIO DE CASOS ERWACHSENENBILDUNG ADULT TRAINING FORMACION DE ADULTOS FORMATION DES ADULTES BEURTEILUNG DER WEITERBILDUNG CVT EVALUATION EVALUACION DE LA FORMACION PROFESIONAL EVALUATION DE LA FORMATION PROFESSIONNELLE VEREINIGTE STAATEN UNITED STATES ESTADOS UNIDOS ETATS UNIS Résumé : Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data?informed change in one large school district in the southern United States. En ligne : https://doi.org/10.1111/ejed.12382 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242127
Titre : Higher education segregation in Spain: Gender constructs and social background Type de document : document électronique Auteurs : Hugo Garcia?Andreu ; Antonio Aledo ; Alejandro Acebal Fernandez Année de publication : 2020 Article en page(s) : pp. 76-90 Langues : Anglais (eng) Catégories : A HISTOIRE - Pays et ensemble de pays:Histoire de l'Europe:Europe occidentale:Espagne ; D SOCIOLOGIE - ETHNOLOGIE - ANTHROPOLOGIE:Systèmes sociaux:Stratification sociale:Classe sociale ; D SOCIOLOGIE - ETHNOLOGIE - ANTHROPOLOGIE:Systèmes sociaux:Stratification sociale:Inégalité sociale ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement supérieur Stage following secondary education, regardless of course duration or certificate awarded.Mots-clés : HOCHSCHULWESEN HIGHER EDUCATION ENSENANZA SUPERIOR SOZIALE UNGLEICHHEIT SOCIAL INEQUALITY DESIGUALDAD SOCIAL SOZIALE SCHICHT SOCIAL CLASS CLASE SOCIAL ZUGANG ZUR HOHEREN BILDUNG ACCESS TO HIGHER EDUCATION ACCESO A LA ENSENANZA SUPERIOR ACCES A L'ENSEIGNEMENT SUPERIEUR AUSBILDUNGSSTUFE TRAINING LEVEL NIVEL DE FORMACION NIVEAU DE FORMATION BEZIEHUNG AUSBILDUNG-BESCHAFTIGUNG RELATIONSHIP BETWEEN TRAINING AND EMPLOYMENT RELACION FORMACION-EMPLEO RELATION FORMATION-EMPLOI HUMANKAPITALTHEORIE HUMAN CAPITAL THEORY TEORIA DEL CAPITAL HUMANO THEORIE DU CAPITAL HUMAIN GESCHLECHTSSPEZIFISCHE AUSBILDUNGSTEILUNG SEXUAL DIVISION OF TRAINING DIVISION SEXUAL DE LA FORMACION DIVISION SEXUELLE DE LA FORMATION GESCHLECHT GENDER GÉNERO GENRE BERUFLICHE INTEGRATION SCHOOL-TO-WORK TRANSITION INSERCION PROFESIONAL INSERTION PROFESSIONNELLE SOZIALE HERKUNFT SOCIAL ORIGIN ORIGEN SOCIAL ORIGINE SOCIALE SPANIEN SPAIN ESPANA Résumé : The waning influence of ascriptive factors on occupational status has been related to the expansion of higher education systems and economic modernisation. The theory of Effectively Maintained Inequality observes that the horizontal stratification of university degrees is a strategy of social differentiation used mainly by the most advantaged social class to access the occupations that are better valued in the labour market. This article verifies the effectively maintained inequality theory by means of a statistical analysis of selected degrees, differentiated by gender and social class, carried out in a Spanish university during the period of expansion and consolidation of the higher education system. The results confirm the theory, but they are partially conditioned by the vertical stratification that alters the composition by gender of the contingent of students of less advantaged social class, in which women present a greater tendency to choose degrees that are less valued by the market. En ligne : https://doi.org/10.1111/ejed.12377 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242128
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 76-90[article] Higher education segregation in Spain: Gender constructs and social background [document électronique] / Hugo Garcia?Andreu ; Antonio Aledo ; Alejandro Acebal Fernandez . - 2020 . - pp. 76-90.
Langues : Anglais (eng)
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 76-90
Catégories : A HISTOIRE - Pays et ensemble de pays:Histoire de l'Europe:Europe occidentale:Espagne ; D SOCIOLOGIE - ETHNOLOGIE - ANTHROPOLOGIE:Systèmes sociaux:Stratification sociale:Classe sociale ; D SOCIOLOGIE - ETHNOLOGIE - ANTHROPOLOGIE:Systèmes sociaux:Stratification sociale:Inégalité sociale ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement supérieur Stage following secondary education, regardless of course duration or certificate awarded.Mots-clés : HOCHSCHULWESEN HIGHER EDUCATION ENSENANZA SUPERIOR SOZIALE UNGLEICHHEIT SOCIAL INEQUALITY DESIGUALDAD SOCIAL SOZIALE SCHICHT SOCIAL CLASS CLASE SOCIAL ZUGANG ZUR HOHEREN BILDUNG ACCESS TO HIGHER EDUCATION ACCESO A LA ENSENANZA SUPERIOR ACCES A L'ENSEIGNEMENT SUPERIEUR AUSBILDUNGSSTUFE TRAINING LEVEL NIVEL DE FORMACION NIVEAU DE FORMATION BEZIEHUNG AUSBILDUNG-BESCHAFTIGUNG RELATIONSHIP BETWEEN TRAINING AND EMPLOYMENT RELACION FORMACION-EMPLEO RELATION FORMATION-EMPLOI HUMANKAPITALTHEORIE HUMAN CAPITAL THEORY TEORIA DEL CAPITAL HUMANO THEORIE DU CAPITAL HUMAIN GESCHLECHTSSPEZIFISCHE AUSBILDUNGSTEILUNG SEXUAL DIVISION OF TRAINING DIVISION SEXUAL DE LA FORMACION DIVISION SEXUELLE DE LA FORMATION GESCHLECHT GENDER GÉNERO GENRE BERUFLICHE INTEGRATION SCHOOL-TO-WORK TRANSITION INSERCION PROFESIONAL INSERTION PROFESSIONNELLE SOZIALE HERKUNFT SOCIAL ORIGIN ORIGEN SOCIAL ORIGINE SOCIALE SPANIEN SPAIN ESPANA Résumé : The waning influence of ascriptive factors on occupational status has been related to the expansion of higher education systems and economic modernisation. The theory of Effectively Maintained Inequality observes that the horizontal stratification of university degrees is a strategy of social differentiation used mainly by the most advantaged social class to access the occupations that are better valued in the labour market. This article verifies the effectively maintained inequality theory by means of a statistical analysis of selected degrees, differentiated by gender and social class, carried out in a Spanish university during the period of expansion and consolidation of the higher education system. The results confirm the theory, but they are partially conditioned by the vertical stratification that alters the composition by gender of the contingent of students of less advantaged social class, in which women present a greater tendency to choose degrees that are less valued by the market. En ligne : https://doi.org/10.1111/ejed.12377 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242128
Titre : Learning for and realising curriculum aspirations through schools as learning organisations Type de document : document électronique Auteurs : Claire Sinnema ; Louise Stoll Année de publication : 2020 Article en page(s) : pp. 9-23 Langues : Anglais (eng) Catégories : C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Administration et gestion:Gestion:Gestion des connaissances Development of new knowledge or absorption of existing knowledge, its organization and diffusion with the overall aim of optimizing results.; C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Gestion du personnel:Gestion du personnel:Conditions d'emploi:Conditions de travail:Organisation du travail ; F POPULATIONS - ETUDES DE CAS:Lifelong learning ; G ENSEIGNEMENT - EDUCATION:Corps et effectifs de l'éducation:Personnel de l'éducation:EnseignantUse more specific descriptor where appropriate.; G ENSEIGNEMENT - EDUCATION:Etablissements d'enseignement:Établissement d'enseignementMots-clés : ERZIEHUNGSSYSTEM EDUCATIONAL SYSTEM SISTEMA EDUCATIVO SYSTEME EDUCATIF BILDUNGSPOLITIK EDUCATION POLICY POLITICA DE LA EDUCACION POLITIQUE DE L'EDUCATION AUSBILDUNGSPLANUNG TRAINING MEDIA INGENIERIA DE LA FORMACION INGENIERIE DE LA FORMATION LEHRKRAFT TEACHER PERSONAL DOCENTE BERUF IM AUSBILDUNGSWESEN OCCUPATION IN TRAINING OFICIO DE LA FORMACION METIER DE LA FORMATION ENTWICKLUNG DER QUALIFIKATIONEN TREND IN QUALIFICATIONS EVOLUCION DE LAS CALIFICACIONES EVOLUTION DES QUALIFICATIONS FÄHIGKEITEN ANSATZES CAPABILITIES APPROACH ENFOQUE POR CAPABILIDADES APPROCHE PAR LES CAPABILITES LEBENSLANGES LERNEN FORMACION A LO LARGO DE TODA LA VIDA FORMATION TOUT AU LONG DE LA VIE BILDUNGSSTATTE EDUCATIONAL INSTITUTION CENTRO DE ENSENANZA SCHULLEITER HEAD TEACHER DIRECTOR DE ESTABLECIMIENTO ESCOLAR CHEF D'ETABLISSEMENT ARBEITSORGANISATION WORK ORGANISATION ORGANIZACION DEL TRABAJO BETRIEBSPROJEKT SCHOOL WORK PLAN PROYECTO DE ESTABLECIMIENTO PROJET D'ETABLISSEMENT WISSENSMANAGEMENT KNOWLEDGE MANAGEMENT GESTION DE CONOCIMIENTOS PADAGOGISCHES PROJEKT EDUCATIONAL METHOD PLAN PROYECTO PEDAGOGICO PROJET PEDAGOGIQUE BETRIEBLICHE WEITERBILDUNG CVT IN COMPANY FORMACION PROFESIONAL EN EMPRESA FORMATION PROFESSIONNELLE EN ENTREPRISE Résumé : How can schools as learning organisations support the realisation of a new curriculum's aspirations? This article describes four common and interrelated challenges—depth, spread, reach, and pace—associated with enacting a new curriculum. It then argues that curriculum capital represented by schools and practitioners that address these challenges and meet associated learning demands—commitment, knowledge, understanding and capability—is essential to ensure that curriculum aspirations are realised. We propose that schools that are learning organisations create the kinds of conditions necessary for responding to the challenges and learning demands. In such schools the considerable individual, collaborative and collective learning needed at many levels is recognised. We highlight how each of the four challenges might be addressed by seven dimensions and four transversals of schools as learning organisations, while recognising that task will be more feasible in systems that are also learning and providing supportive conditions. En ligne : https://doi.org/10.1111/ejed.12381 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242134
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 9-23[article] Learning for and realising curriculum aspirations through schools as learning organisations [document électronique] / Claire Sinnema ; Louise Stoll . - 2020 . - pp. 9-23.
Langues : Anglais (eng)
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 9-23
Catégories : C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Administration et gestion:Gestion:Gestion des connaissances Development of new knowledge or absorption of existing knowledge, its organization and diffusion with the overall aim of optimizing results.; C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Gestion du personnel:Gestion du personnel:Conditions d'emploi:Conditions de travail:Organisation du travail ; F POPULATIONS - ETUDES DE CAS:Lifelong learning ; G ENSEIGNEMENT - EDUCATION:Corps et effectifs de l'éducation:Personnel de l'éducation:EnseignantUse more specific descriptor where appropriate.; G ENSEIGNEMENT - EDUCATION:Etablissements d'enseignement:Établissement d'enseignementMots-clés : ERZIEHUNGSSYSTEM EDUCATIONAL SYSTEM SISTEMA EDUCATIVO SYSTEME EDUCATIF BILDUNGSPOLITIK EDUCATION POLICY POLITICA DE LA EDUCACION POLITIQUE DE L'EDUCATION AUSBILDUNGSPLANUNG TRAINING MEDIA INGENIERIA DE LA FORMACION INGENIERIE DE LA FORMATION LEHRKRAFT TEACHER PERSONAL DOCENTE BERUF IM AUSBILDUNGSWESEN OCCUPATION IN TRAINING OFICIO DE LA FORMACION METIER DE LA FORMATION ENTWICKLUNG DER QUALIFIKATIONEN TREND IN QUALIFICATIONS EVOLUCION DE LAS CALIFICACIONES EVOLUTION DES QUALIFICATIONS FÄHIGKEITEN ANSATZES CAPABILITIES APPROACH ENFOQUE POR CAPABILIDADES APPROCHE PAR LES CAPABILITES LEBENSLANGES LERNEN FORMACION A LO LARGO DE TODA LA VIDA FORMATION TOUT AU LONG DE LA VIE BILDUNGSSTATTE EDUCATIONAL INSTITUTION CENTRO DE ENSENANZA SCHULLEITER HEAD TEACHER DIRECTOR DE ESTABLECIMIENTO ESCOLAR CHEF D'ETABLISSEMENT ARBEITSORGANISATION WORK ORGANISATION ORGANIZACION DEL TRABAJO BETRIEBSPROJEKT SCHOOL WORK PLAN PROYECTO DE ESTABLECIMIENTO PROJET D'ETABLISSEMENT WISSENSMANAGEMENT KNOWLEDGE MANAGEMENT GESTION DE CONOCIMIENTOS PADAGOGISCHES PROJEKT EDUCATIONAL METHOD PLAN PROYECTO PEDAGOGICO PROJET PEDAGOGIQUE BETRIEBLICHE WEITERBILDUNG CVT IN COMPANY FORMACION PROFESIONAL EN EMPRESA FORMATION PROFESSIONNELLE EN ENTREPRISE Résumé : How can schools as learning organisations support the realisation of a new curriculum's aspirations? This article describes four common and interrelated challenges—depth, spread, reach, and pace—associated with enacting a new curriculum. It then argues that curriculum capital represented by schools and practitioners that address these challenges and meet associated learning demands—commitment, knowledge, understanding and capability—is essential to ensure that curriculum aspirations are realised. We propose that schools that are learning organisations create the kinds of conditions necessary for responding to the challenges and learning demands. In such schools the considerable individual, collaborative and collective learning needed at many levels is recognised. We highlight how each of the four challenges might be addressed by seven dimensions and four transversals of schools as learning organisations, while recognising that task will be more feasible in systems that are also learning and providing supportive conditions. En ligne : https://doi.org/10.1111/ejed.12381 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242134
Titre : Never mind the gap: Formative assessment confronted with Dewey's and Gadamer's concept of experience Type de document : document électronique Auteurs : Kjetil Egelandsdal ; Hanne Riese Année de publication : 2020 Article en page(s) : pp. 91-104 Langues : Anglais (eng) Catégories : C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Administration et gestion:Gestion:Gestion des connaissances Development of new knowledge or absorption of existing knowledge, its organization and diffusion with the overall aim of optimizing results.; F POPULATIONS - ETUDES DE CAS:Modelling ; F POPULATIONS - ETUDES DE CAS:Pedagogy ; G ENSEIGNEMENT - EDUCATION:G.12 Sciences de l'éducation et environnement:Apprentissage:Processus d'apprentissageMots-clés : Dewey John GADAMER Hans Georg LEHRAUSBILDUNGSPROZESS LEARNING PROCESS PROCESO DE APRENDIZAJE AMTLICHE ANERKENNUNG DER ERWORBENEN KOMPETENZEN VALIDATION OF ACQUIRED SKILLS VALIDACION DE CAPACIDADES ADQUIRIDAS VALIDATION DES ACQUIS WISSEN KNOWLEDGE SABER SAVOIR WISSENSMANAGEMENT KNOWLEDGE MANAGEMENT GESTION DE CONOCIMIENTOS MODELLBILDUNG MODELIZACION MODELISATION STUDENT STUDENT ESTUDIANTE ETUDIANT PADAGOGIK PEDAGOGIA PEDAGOGIE Résumé : The notion of “closing the learning gap” is widely used in the conceptualisation of formative assessment. It builds on an unarticulated assumption that students' learning can and should be controlled towards predefined outcomes. This article discusses this control assumption in the light of the concept of the American philosopher John Dewey and the German philosopher Hans?Georg Gadamer. Their conceptualisation challenges the idea of learning as a linear and controllable process that results in stable and predictable outcomes. Using the concept of experience, we argue that learning follows a continuous circular movement where previous experiences condition future interpretations and that every experience changes the subject. This process of change is both unpredictable and diverse and requires that attention is paid to the uniqueness of each situation and to students as subjects. Following the discussion, we propose a model for considering the extensiveness and rigidity of formative assessment practices and that authors pay attention to whether they conceptualise formative assessment in a way that promotes student and teacher “gap closing” and control. En ligne : https://doi.org/10.1111/ejed.12378 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242140
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 91-104[article] Never mind the gap: Formative assessment confronted with Dewey's and Gadamer's concept of experience [document électronique] / Kjetil Egelandsdal ; Hanne Riese . - 2020 . - pp. 91-104.
Langues : Anglais (eng)
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 91-104
Catégories : C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Administration et gestion:Gestion:Gestion des connaissances Development of new knowledge or absorption of existing knowledge, its organization and diffusion with the overall aim of optimizing results.; F POPULATIONS - ETUDES DE CAS:Modelling ; F POPULATIONS - ETUDES DE CAS:Pedagogy ; G ENSEIGNEMENT - EDUCATION:G.12 Sciences de l'éducation et environnement:Apprentissage:Processus d'apprentissageMots-clés : Dewey John GADAMER Hans Georg LEHRAUSBILDUNGSPROZESS LEARNING PROCESS PROCESO DE APRENDIZAJE AMTLICHE ANERKENNUNG DER ERWORBENEN KOMPETENZEN VALIDATION OF ACQUIRED SKILLS VALIDACION DE CAPACIDADES ADQUIRIDAS VALIDATION DES ACQUIS WISSEN KNOWLEDGE SABER SAVOIR WISSENSMANAGEMENT KNOWLEDGE MANAGEMENT GESTION DE CONOCIMIENTOS MODELLBILDUNG MODELIZACION MODELISATION STUDENT STUDENT ESTUDIANTE ETUDIANT PADAGOGIK PEDAGOGIA PEDAGOGIE Résumé : The notion of “closing the learning gap” is widely used in the conceptualisation of formative assessment. It builds on an unarticulated assumption that students' learning can and should be controlled towards predefined outcomes. This article discusses this control assumption in the light of the concept of the American philosopher John Dewey and the German philosopher Hans?Georg Gadamer. Their conceptualisation challenges the idea of learning as a linear and controllable process that results in stable and predictable outcomes. Using the concept of experience, we argue that learning follows a continuous circular movement where previous experiences condition future interpretations and that every experience changes the subject. This process of change is both unpredictable and diverse and requires that attention is paid to the uniqueness of each situation and to students as subjects. Following the discussion, we propose a model for considering the extensiveness and rigidity of formative assessment practices and that authors pay attention to whether they conceptualise formative assessment in a way that promotes student and teacher “gap closing” and control. En ligne : https://doi.org/10.1111/ejed.12378 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242140
Titre : The school as a learning organisation: The concept and its measurement Type de document : document électronique Auteurs : Marco Kools ; Pierre Gouëdard ; Victor Bekkers ; Bram Steijn ; Bert George ; Louise Stoll Année de publication : 2020 Article en page(s) : pp. 24-42 Langues : Anglais (eng) Catégories : C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Administration et gestion:Gestion:Gestion des connaissances Development of new knowledge or absorption of existing knowledge, its organization and diffusion with the overall aim of optimizing results.; F POPULATIONS - ETUDES DE CAS:United Kingdom ; F POPULATIONS - ETUDES DE CAS:Wales ; G ENSEIGNEMENT - EDUCATION:Etablissements d'enseignement:Établissement d'enseignement ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement primaireFrom age five to eleven.; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement secondaire ; S SCIENCES ET TECHNIQUES:Approche scientifique:Méthode scientifique:ÉvaluationAppraising or judging persons, organizations or things in relation to stated objectives, standards or criteria. Use more specific descriptor where appropriate.Mots-clés : BILDUNGSSTATTE EDUCATIONAL INSTITUTION CENTRO DE ENSENANZA SEKUNDARSCHULBILDUNG SECONDARY EDUCATION ENSENANZA SECUNDARIA GRUNDSCHULWESEN PRIMARY EDUCATION ENSENANZA PRIMARIA BERUF IM AUSBILDUNGSWESEN OCCUPATION IN TRAINING OFICIO DE LA FORMACION METIER DE LA FORMATION PADAGOGISCHES PROJEKT EDUCATIONAL METHOD PLAN PROYECTO PEDAGOGICO PROJET PEDAGOGIQUE WISSENSMANAGEMENT KNOWLEDGE MANAGEMENT GESTION DE CONOCIMIENTOS BEWERTUNG EVALUACION UMFRAGEMETHODIK SURVEY METHODOLOGY METODOLOGIA DE ENCUESTA METHODOLOGIE D'ENQUETE PAIS DE GALES PAYS DE GALLES VEREINIGTES KONIGREICH REINO UNIDO ROYAUME UNI Résumé : A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65?item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools. En ligne : https://doi.org/10.1111/ejed.12383 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242147
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 24-42[article] The school as a learning organisation: The concept and its measurement [document électronique] / Marco Kools ; Pierre Gouëdard ; Victor Bekkers ; Bram Steijn ; Bert George ; Louise Stoll . - 2020 . - pp. 24-42.
Langues : Anglais (eng)
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 24-42
Catégories : C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Administration et gestion:Gestion:Gestion des connaissances Development of new knowledge or absorption of existing knowledge, its organization and diffusion with the overall aim of optimizing results.; F POPULATIONS - ETUDES DE CAS:United Kingdom ; F POPULATIONS - ETUDES DE CAS:Wales ; G ENSEIGNEMENT - EDUCATION:Etablissements d'enseignement:Établissement d'enseignement ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement primaireFrom age five to eleven.; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement secondaire ; S SCIENCES ET TECHNIQUES:Approche scientifique:Méthode scientifique:ÉvaluationAppraising or judging persons, organizations or things in relation to stated objectives, standards or criteria. Use more specific descriptor where appropriate.Mots-clés : BILDUNGSSTATTE EDUCATIONAL INSTITUTION CENTRO DE ENSENANZA SEKUNDARSCHULBILDUNG SECONDARY EDUCATION ENSENANZA SECUNDARIA GRUNDSCHULWESEN PRIMARY EDUCATION ENSENANZA PRIMARIA BERUF IM AUSBILDUNGSWESEN OCCUPATION IN TRAINING OFICIO DE LA FORMACION METIER DE LA FORMATION PADAGOGISCHES PROJEKT EDUCATIONAL METHOD PLAN PROYECTO PEDAGOGICO PROJET PEDAGOGIQUE WISSENSMANAGEMENT KNOWLEDGE MANAGEMENT GESTION DE CONOCIMIENTOS BEWERTUNG EVALUACION UMFRAGEMETHODIK SURVEY METHODOLOGY METODOLOGIA DE ENCUESTA METHODOLOGIE D'ENQUETE PAIS DE GALES PAYS DE GALLES VEREINIGTES KONIGREICH REINO UNIDO ROYAUME UNI Résumé : A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65?item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools. En ligne : https://doi.org/10.1111/ejed.12383 Permalink : https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242147
