Les Sciences de l'éducation - Pour l'Ère nouvelle | Cairn.infohttps://shs.cairn.info/build/assets/cairn-B7RWiji2.pngtag:cairn.info,2005:rss/revue/E_LSDLECairn.info 20262026-01-13T00:00:00+01:00tag:cairn.info,2005:numero:E_LSDLE_571<![CDATA[
Cultures and Social Roles of Engineers: A Challenge for Engineering
education
| Les Sciences de l'éducation
(2025/1-2 Vol. 57)
]]>2025-12-22T00:00:00+01:002026-01-13T00:00:00+01:00
Pages 1 to 9| Front matter
Pages 3 to 4| Tribute to Jean-Louis Martinand
| Julie Delalande
Pages 5 to 6| Researcher, expert and militant. Tribute to Jean-Louis Martinand
| Georges-Louis Baron
Pages 17 to 35| Challenges of climate change: what pedagogies to train engineers in
problematization?
| Denis Lemaître, Jean Vannereau
Pages 37 to 55| Curriculum evolution at INSA Lyon through the prism of
socio-ecological problem setting
| Hugo Paris
Pages 57 to 76| Understanding engineering education at the time of ecological
transition: epistemological and ethical stakes in engineering
scientific and technical education in French engineering schools
| Jérémie Supiot, Mathieu Guillermin
Pages 77 to 97| Curricular transformations in engineering schools: between ethical
distress and utilitarian realism
| Stéphanie Merle, Myriam Banaï, Delphine Ducarme, Jean-Pierre Raskin
Pages 99 to 116| Debates and tensions in the construction of curricula in Algerian
engineering training: The case of three engineering schools
| Lydia Djennadi, Linda Gardelle
Pages 117 to 137| Thinking engineering education in France using the concept of
Bildung: a diachronic perspective
| Christelle Didier
Pages 139 to 156| Engineering (un)training, the imaginary novel and heuristics of the
social world. Hypermodern experience and paradoxal comtism in the
work of Michel Houellebecq
| Camille Roelens
Pages 157 to 165| Cynthia FLEURY and Antoine FENOGLIO. (eds.). Éthique
et design. Pour un climat de soin. Paris: PUF, 2024,
373 pages.
| Marie-Pierre Escudié
Pages 166 to 168| Marie-Pierre BÈS. La mécanique de l’excellence dans une
Grande École. Récit de l’intérieur à l’Institut Supérieur de
l’Aéronautique et de l’Espace. Vulaines-sur-Seine: Éditions du
Croquant, 2022, 352 pages.
| Émilien Jacob
Pages 169 to 173| André GRELON and Michel GROSSETTI. (eds.). L’espace
scientifique français
(XVIIe-XXIe siècle). Paris:
Classiques Garnier, 2025, 680 pages.
| Samy Bounoua
Pages 174 to 176| Ibo VAN DE POEL and Lambèr ROYAKKER. Ethics, Technology,
and Engineering: An Introduction. Seconde édition. Hoboken, NJ,
USA: John Wiley & Sons, Ltd., 2023, 364 pages.
| Zoë Robaey
Pages 177 to 179| Jean-François MARCEL and Christophe GREMION.
Évancipation dans l’institution. Oser le rapprochement
entre émancipation et évaluation. Toulouse: Cépaduès Éditions,
2025, 224 pages.
| Éric Saillot
Pages 181 to 181| Back matter
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The quest for professional autonomy and recognition in the fields
of education and training: socio-historical examples
| Les Sciences de l'éducation
(2023/4 Vol. 56)
]]>2025-06-09T00:00:00+02:002025-06-30T00:00:00+02:00
Pages 1 to 1| Les Sciences de l’éducation
Pages 2 to 5| Front matter
Pages 7 to 15| Introduction
| Martial Meziani, Philippe Mazereau, Clarissa Figueira
Pages 17 to 36| The “young trainers” in search of autonomy. A look back at a
thwarted aspiration for qualification (1975-1988)
| Emmanuel de Lescure
Pages 37 to 58| Tutor-Trainers in the Field of Integration: Questioning an Emerging
Professionalism. Effects and Outcomes of an Action-Research Project
| Maude Hatano-Chalvidan
Pages 59 to 76| Liberation theology and social movements in Brazil: the becoming of
a “Preferential option for the poor”
| Clarissa Figueira
Pages 77 to 95| Between school, hospital and the medico-social
sector – Socio-historical investigation of the meanders
of the conquest of professional autonomies
| Philippe Mazereau
Pages 97 to 115| Autonomy or Pursuit of Monopoly? The Case of Adapted Physical
Activity Teachers
| Didier Séguillon, Pascal Brier, Martial Meziani, Philippe Mazereau
Pages 117 to 134| Traveling and training together, professionals in childcare,
teaching and governance: sharing perspectives on the accompaniment
and the experience in a European project
| Florence Pirard, Silvia Valentim, Isabelle Lambert
Pages 135 to 135| We have received
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Varia
| Les Sciences de l'éducation
(2023/3 Vol. 56)
]]>2025-04-16T00:00:00+02:002025-05-19T00:00:00+02:00
Pages 1 to 5| Front Matter
Pages 7 to 9| Presentation
Pages 11 to 32| Educational Continuity of Secondary School Apprentices during the
Health Crisis: a Study in a Vocational School
| Claire Bonnard
Pages 33 to 52| Borders of the Body of Vocational School Bivalent Teachers, French
and History Teachers
| Guillaume Jacq
Pages 53 to 71| New Public Management Late Policies to Fight Sedentary Lifestyle in
Primary French Schools: One about Learning to Ride a Bike, and the
Second on Daily Physical Activity Practice (30’)
| Fanny Raingeaud
Pages 73 to 87| Educational Research and Political Power. Some Reflections on a
Long Standing Tension
| Georges-Louis Baron
Pages 89 to 109| Stress Inducers among PE Teachers during Critical Incidents
Experienced throughout Their Career: a Situational Psychological
Approach
| Chloé Levraud, Oriane Petiot, Gilles Kermarrec
Pages 111 to 142| Dialogued gesture and student’s creativity. The case of the
analysis of danced gestures by cross-self-confrontations
| Pascal Simonet, Alexandra Arnaud-Bestieu
Pages 143 to 149| Sébastien-Akira ALIX and Laurent Gutierrez. Crise(s) en
éducation et en formation. Afterword by Pierre Kahn. Paris:
L’Harmattan, 2022, 235 pages.
| Béatrice Finet
Pages 151 to 151| We Have Received
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The Division of Educational Labour in Inclusive Schools: What Forms
of Collaboration with Parents and Between Professionals?
| Les Sciences de l'éducation
(2023/1-2 Vol. 56)
]]>2025-04-15T00:00:00+02:002025-05-16T00:00:00+02:00
Pages 2 to 5| Front Matter
Pages 7 to 14| The Division of Educational Labour in Inclusive Schools: What Forms
of Collaboration with Parents and Between Professionals?
| Julie Pelhate, Marie Jacobs, Xavier Conus
Pages 15 to 34| Inclusive school through the Lens of Justice Theories and Social
Policies
| Amandine Bernal Gonzalez, Margherita Bussi, Xavier Dumay, Vincent Dupriez, Virginie März
Pages 35 to 54| Building a relationship of trust in the context of a division of
educational labor
| Olivier Kheroufi-Andriot
Pages 55 to 76| The social educator in the Vaud inclusive school: towards a
recomposition of socio-educational work?
| Marie Jacobs, Loriana Mercuri Casciana
Pages 77 to 98| Make an alliance to think about inclusive education? Professional
roles and place of parents in the construction of educational
trajectories in the Geneva contexte
| Julie Pelhate
Pages 99 to 120| Perspectives of the management in a Swiss school administration on
collaboration around inclusion: interprofessional tensions and the
risk of instrumentalised parents
| Xavier Conus, Loyse Ballif, Tania Ogay
Pages 121 to 140| The inclusive school which divides. Development and implementation
of the inclusive logic in primary education in French-speaking
Europe
| Diane Rufin
Pages 141 to 167| Is the situation proposed to the students a problem-solving task or
not? Analysis of a lesson in a high school class following a
pedagogy based on cooperation
| Bruno Robbes, Sylvain Connac
Pages 169 to 188| Middle schools under pressure regarding the handling of expulsions
by educational assistants
| Julien Garric
Pages 189 to 189| Back Matter
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1922-2022: A Century of Pedagogical Reflections for a <i>New
Era</i>
| Les Sciences de l'éducation
(2022/3-4 Vol. 55)
]]>2024-12-24T00:00:00+01:002025-01-13T00:00:00+01:00
Pages 2 to 6| Front matter
Pages 7 to 16| Introduction
| Marie Vergnon, Frédéric Mole
Pages 17 to 36| The first eight years of Pour l’Ère nouvelle (1922-1929):
from Charybde to Scylla
| Laurent Gutierrez
Pages 37 to 62| Pour l’Ère Nouvelle, in the land of great and small
teachers. Why read (again) a “historical” educational journal?
| Xavier Riondet
Pages 63 to 92| Eugène Delaunay: the Journey of a ‘Primary’ Towards Gaining
Legitimacy in the Field of Education
| Henri Peyronie
Pages 93 to 146| Eugène Delaunay and the “Chronique française” Column in Pour
l’Ère nouvelle (1926-1939): A “Mediator” for Participants in
the New Education Movement, Union Activists, Psycho-Pedagogical
Researchers, and the Teaching Community?
| Henri Peyronie
Pages 147 to 174| Montessori, between absence and presence in Pour l’ère
nouvelle (1922-1929)
| Bérengère Kolly
Pages 175 to 185| The Necessity of a Philosophy of Education, by John Dewey. An
Unpublished Translation
| Samuel Renier
Pages 187 to 202| Childhood, social reform and disarmament. A comparative view of
articles published in The New Era and Pour l’Ère
Nouvelle in 1923 and 1932
| Sébastien-Akira Alix
Pages 209 to 214| Benoit RAUCENT, Caroline VERZAT, Catherine VAN NIEUWENHOVEN and
Christine JACQMOT (eds.). Accompagner les étudiants. Rôles de
l’enseignant, dispositifs et mises en œuvre. Louvain-la-Neuve:
De Boeck Supérieur, 2021, 608 pages
| Charlotte Pourcelot-Capocci
Pages 215 to 215| Erratum
Pages 217 to 217| We have received
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Varia
| Les Sciences de l'éducation
(2022/2 Vol. 55)
]]>2024-07-09T00:00:00+02:002024-07-24T00:00:00+02:00
Pages 7 to 9| Presentation
Pages 11 to 27| Taking about social inequality at school without demobilizing,
linking up sociology and social psychology
| Marie Duru-Bellat
Pages 29 to 53| Family School Mobilization: Invisible Parental Work and educational
performance requirements
| Stéphane Bénit
Pages 55 to 74| The ropes of the trade in a constrained context: a look at the work
of advisers in the context of professional development advice
| Catherine Négroni
Pages 75 to 93| Agreements and disagreements: the creation of an primary and
secondary school collective in priority education
| Chloé Lecomte
Pages 95 to 110| Education for and by interprofessionality for inclusive education
| Célénie Brasselet, Sandrine Rossi, Kamilla Khamzina, Federica Cilia, Olivier Kheroufi-Andriot, Nicolas Guirimand, Camille Legrain, Caroline Desombre
Pages 111 to 130| The authority of the teacher put to the test of space and
equipment: the specific case of PE
| Teddy Mayeko
Pages 131 to 136| Aymeric Brody, Gladys Chicharro, Lucette Colin and Pascale Garnier.
Les « petits coins » à l’école : Genre, intimité
et sociabilité dans les toilettes scolaires. Toulouse: Érès,
2023, 290 pages.
| Christopher Bohn
Pages 137 to 142| Martine Lani-Bayle. (ed.). Mettre l’expérience en mots. Les
savoirs narratifs. Lyon: Chronique Sociale, 2019, 247 pages.
| Jean-Bernard Cottier
Pages 143 to 148| Magali Jeannin, Anne-Laure Le Guern, Élise Ouvrard and Élisabeth
Schneider. (eds.). Identités, inclusion et mobilités en
contextes éducatifs et professionnels. Limoges: Lambert-Lucas,
2022, 269 pages.
| Claire de Saint Martin
Pages 149 to 149| We have received
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The contemporary success of Montessori: what social issues for
childhood?
| Les Sciences de l'éducation
(2022/1 Vol. 55)
]]>2024-04-15T00:00:00+02:002024-04-26T00:00:00+02:00
Pages 1 to 1| Les Sciences de l’éducation
Pages 7 to 17| The contemporary success of Montessori: what social issues for
childhood? Introduction to the Issue
| Ghislain Leroy
Pages 19 to 38| The Montessorian child: a new social definition of the child?
| Ghislain Leroy
Pages 39 to 67| Playing to learn? A sociological study of the ways in which
Montessori games are appropriated by families
| Frédérique Giraud
Pages 69 to 89| The Montessori way of life, a “good” way to be a middle-class
mother ?
| Aksel Kilic, Anne-Claudine Oller
Pages 91 to 113| The image of “Montessori”: reception of montessorism in the field
of pedagogical innovation
| Amélia Legavre
Pages 115 to 132| Mobilizing Montessori pedagogy in Muslim schools: seeking
distinction, managing stigma
| Diane-Sophie Girin
Pages 133 to 140| Michel Fabre and Anne-Claire Husser. (eds.). Éducation et
frontières. Rouen: Presses universitaires de Rouen et du Havre,
2020, 282 pages.
| Alain Vergnioux
Pages 141 to 144| Emmanuelle Annoot and Jean-Marie De Ketele. (eds.). Recherche ou
expertise en enseignement supérieur : des postures et des
identités à construire. Louvain-la-Neuve: Academia-L’Harmattan,
2021, 308 pages.
| Charlotte Pourcelot
Pages 145 to 145| We have received
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The economic dimension of alternative education
| Les Sciences de l'éducation
(2021/4 Vol. 54)
]]>2024-01-25T00:00:00+01:002024-02-12T00:00:00+01:00
Pages 1 to 1| Les Sciences de l’éducation
Pages 7 to 25| The economic dimension of alternative education
| Philippe Bongrand, Marie-Anne Hugon, Marie-Laure Viaud
Pages 27 to 58| Financially accessible independent schools? A typology of the
economic and pedagogical logics of the founders of alternatives
schools
| Marie-Laure Viaud
Pages 59 to 79| Alternative schooling environments: new social entrepreneurs?
| Marjorie Vidal, Sophie Grossmann
Pages 81 to 100| Private schools today: companies like no other?
| Françoise Carraud
Pages 101 to 118| The construction of the education market: example of Chinese
private schools
| Jing Wang
Pages 119 to 123| Michel Fabre and Céline Chauvigné. L’éducation et les
Lumières : Enjeux philosophiques et didactiques
contemporains. Dijon: Éditions Raison et Passions, 2020, 281
pages.
| Bernard Rey
Pages 124 to 127| Ismail Ferhat (ed.). La Picardie : un territoire éducatif à
part ? Revue du Nord, 2020, Hors-série, n° 39, 266
pages.
| Delphine Patry
Pages 128 to 134| Questions to Hans Jonas and... Michel Fabre
| Eirick Prairat
Pages 135 to 137| Isabelle Harlé. Penser le curriculum scolaire. Le regard croisé
de la sociologie, des didactiques et de l’histoire.
Grenoble : PUG, 2021, 156 pages.
| Angela Barthes
Pages 139 to 139| We have received
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Discovery classes: current research
| Les Sciences de l'éducation
(2021/3 Vol. 54)
]]>2023-05-02T00:00:00+02:002023-05-10T00:00:00+02:00
Pages 7 to 15| Discovery classes: a research object still to be discovered
| Julien Fuchs, Gilles Brougère
Pages 17 to 37| The mountain at the heart of a pedagogy of exaltation. The example
of the women’s snow class of Saint-Maur-des-Fossés in 1956
| Willy Hugedet, Théo Jean, Sébastien Laffage-Cosnier
Pages 39 to 59| Giving a part of oneself. The transferability of resources and
dispositions in seaside schooltrips work
| Étienne Guillaud
Pages 61 to 86| Overview of residential school trips in France: what didactic
issues and what pedagogical foundations?
| Cécile Redondo, Caroline Ladage
Pages 87 to 108| Student or tourist: what the children experience and say about
their seaside classes
| Gilles Brougère, Emmanuelle Peyvel
Pages 109 to 122| Notes of reading
Pages 123 to 123| We have received
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Varia
| Les Sciences de l'éducation
(2021/2 Vol. 54)
]]>2023-04-27T00:00:00+02:002023-05-02T00:00:00+02:00
Pages 7 to 8| Presentation
Pages 9 to 36| The circus in France in the Republican School: history of a
deferred schooling (1880-1974)
| Tony Froissart, Jean-Marc Lemonnier, Frédéric Dutheil
Pages 37 to 57| Deconstructing the ‘myths’ of Finnish education: The Achilles’ heel
of teachers’ ‘structured’ continuous professional development
| Fred Dervin
Pages 59 to 75| Places to welcome the adolescent passage
| Pascaline Tissot, Rachel Colombe
Pages 77 to 99| Notes of reading
Pages 101 to 101| We have received
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Learning by doing. The body at work
| Les Sciences de l'éducation
(2020/4 Vol. 53)
]]>2022-03-15T00:00:00+01:002022-03-15T00:00:00+01:00
Pages 7 to 12| Introduction – Learning by doing. The body at work
| Joris Thievenaz, Jérôme Guérin
Pages 13 to 34| The body and mind of Enquiry
| Joris Thievenaz
Pages 35 to 54| Caring body interactions in body experience building: the case of
psychomotor therapy with children
| Marion Paggetti
Pages 55 to 76| Constrained body learning
| Hervé de Bisschop, Paul Olry
Pages 77 to 102| Body commitment and prevention of musculoskeletal disorders in the
co-design of an initial training in saddlery
| Géraldine Body, Christine Vidal-Gomel, Pascal Simonet
Pages 103 to 119| First French translation of John Dewey’s Body and Mind
| Samuel Renier
Pages 121 to 136| Notes of reading
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Training the reader. Educational, social and political issues
| Les Sciences de l'éducation
(2020/3 Vol. 53)
]]>2021-10-12T00:00:00+02:002021-10-21T00:00:00+02:00
Pages 7 to 12| Introduction
| Béatrice Finet
Pages 13 to 29| From Decroly to Freinet... Learning to read, a step towards
citizenship
| Josette Ueberschlag
Pages 31 to 48| Reading material and learning inequalities at elementary school
| Élisabeth Bautier, Jacques Crinon, Catherine Delarue-Breton, Patricia Richard-Principalli
Pages 49 to 69| From text extracts to literature? Text extracts in French textbooks
for Primary schools: How far can they make students become readers?
| Béatrice Finet
Pages 71 to 92| “The big start for the little school” Analysis of the emotional
codes given in children’s books around the first day of school
| Nathalie Mangeard-Bloch
Pages 93 to 110| Another way to investigate young children at school
| Olivier Kheroufi-Andriot
Pages 111 to 121| Notes of reading
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Local education partnerships
| Les Sciences de l'éducation
(2020/2 Vol. 53)
]]>2021-03-26T00:00:00+01:002021-04-06T00:00:00+02:00
Pages 9 to 20| Introduction – Local education partnerships
| Stanislas Morel, Manon Pesle
Pages 21 to 43| Looking at an evaluation of local partnership: Reshaping and
resistances of practitioners into schools
| Anouk Flamant
Pages 45 to 67| Individualization in partnership educational programs: Questioning
the internal coherence of the socio-educational policies
| Stanislas Morel
Pages 69 to 87| Metropolitan partnership: How education is driving by management
and local benefits
| Manon Pesle
Pages 89 to 109| Between transnational and local. Transversalities and specificities
of the educational partnership in Geneva
| Diane Rufin
Pages 111 to 129| Academic success and the educational community in Quebec: Issues in
the partnership for educational success
| Frédérik Gagnon, Denis Bourque, Élodie Marion
Pages 131 to 150| Meeting between researchers and professionals of an Educational
Success Programme: Sharing professional otherness, a trust-based
commitment
| Julie Delalande, Nathalie Dupont
Pages 151 to 160| Book reviews
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Varia
| Les Sciences de l'éducation
(2020/1 Vol. 53)
]]>2021-02-16T00:00:00+01:002021-02-24T00:00:00+01:00
Pages 7 to 9| Presentation
Pages 11 to 29| Teacher unions and school secularism in France (1948-1989)
| Julien Cahon
Pages 31 to 56| Representations and forms of appropriation of the reform of
masso-physiotherapy studies by trainers: Cross-references between
national and local levels
| Thérèse Perez-Roux, Céline Avenel
Pages 57 to 74| Enrolment’s strategies to maintain a pedagogical project
| Nadège Tenailleau
Pages 75 to 96| The activity of an ESPE trainer in the implementation of an
integrative alternation
| Pierre-Alain Filippi
Pages 97 to 117| The “director’s office”: Contribution to an ethnographic approach
to power in primary school
| Cécile Roaux
Pages 119 to 128| Book reviews
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The profession of Principal Educational Adviser and the school
life, 50 years after May 1968
| Les Sciences de l'éducation
(2019/4 Vol. 52)
]]>2020-10-12T00:00:00+02:002020-10-23T00:00:00+02:00
Pages 13 to 37| The ‘surveillant general’ (chief supervisor) between fiction and
history
| Christine Focquenoy-Simonnet
Pages 39 to 60| The emergence of the CPE profession since 1945: Analysis of a
process unfinished co-construction
| Loïc Clavier, Régis Rémy
Pages 61 to 75| The possibility of professional ethics for education counselors in
France
| Didier Moreau
Pages 77 to 101| Examining the professionalism of the profession through the
master’s thesis
| Dominique Bret
Pages 103 to 119| Cartography of the fabrication of new General Supervisors
| Jean-François Dupeyron
Pages 121 to 136| The “Surgés” and the supervisory personnel in the educational
renovation. Towards an anamnesis of the problems of the
contemporary “CPE”
| Xavier Riondet
Pages 137 to 141| Book review
| Henri Peyronie
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Varia
| Les Sciences de l'éducation
(2019/3 Vol. 52)
]]>2020-08-27T00:00:00+02:002020-09-08T00:00:00+02:00
Pages 3 to 4| Position of the journal Les Sciences de l’éducation – Pour l’Ère
nouvelle on Bill ‘multi-annual organization of the research in
higher education (LPPR) ’
Pages 9 to 11| Presentation
Pages 13 to 34| Digital uses of the homeless: A tool for self-preservation
| Marianne Trainoir
Pages 35 to 52| Gestures of study assistance in elementary school: Comparison
between classes teaching pupils designated with disabilities and
classes teaching pupils designated with difficulties
| Sylviane Feuilladieu, Charline Dunand
Pages 53 to 72| The work of children’s emotions in French preschools. Contribution
to the study of child socializations
| Ghislain Leroy
Pages 73 to 94| The experience of students not engaged in the proposed tasks in
Physical Education: Case studies in volleyball
| Élisabeth Magendie
Pages 95 to 120| School life expectancy and handicap
| Isabelle Guinamard, Stéphanie Colin, Emmanuelle Amar, Sourour Addad, Arnoo Shayikova, Denis Poizat
Pages 121 to 133| Book reviews
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Educational sciences in France: Positions, tensions, progress
| Les Sciences de l'éducation
(2019/2 Vol. 52)
]]>2020-08-26T00:00:00+02:002020-09-08T00:00:00+02:00
Pages 7 to 9| Introduction. The vitality of a 50-year-old woman: Developments and
perspectives of educational research
| Marguerite Altet, Jean-François Marcel
Pages 11 to 27| Pedagogy and educational sciences: Not really just simple stuff!
| Jean Houssaye
Pages 29 to 60| To combine research works on teaching practices and on training
teachers: A double scientific and transformative function of
educational sciences
| Marguerite Altet
Pages 61 to 100| Being an educational sociologist and an active pedagogue committed
to promote a new popular pedagogy: A theoretical impossibility for
the French sociology in the 1980s and 1990s dominant education
| Henri Peyronie
Pages 101 to 122| Adult continuing education in France: Points of reference
| Michel Sonntag
Pages 123 to 140| From today to tomorrow: A discipline under the auspices of Janus
| Jean-François Marcel
Pages 141 to 143| Reflexive conclusions
| Alain Vergnioux
Pages 145 to 151| Note of reading
| Alain Vergnioux
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Educational sciences in France: Positions, tensions, progress
| Les Sciences de l'éducation
(2019/1 Vol. 52)
]]>2020-01-14T00:00:00+01:002020-01-14T00:00:00+01:00
Pages 7 to 9| Introduction
| Marguerite Altet, Jean-François Marcel
Pages 11 to 27| Collaborate to understand educational phenomena
| Patrick Rayou
Pages 29 to 43| The status of didactics
| Yves Reuter
Pages 45 to 60| The philosophy and the lively issues of education. The case of the
French-speaking society of philosophy of education (SOFPHIED)
| Michel Fabre
Pages 61 to 77| The professional self for professionals involved in careers that
have to deal with relationships
| Claudine Blanchard-Laville
Pages 79 to 101| From some reconfigurations of the relationship between research and
teaching practice
| Marc Bru
Pages 103 to 122| Information and communication technologies in school instruction:
Retrospective reflections and perspectives
| Georges-Louis Baron
Pages 123 to 126| Book reviews
| Valérie Lebois
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Varia
| Les Sciences de l'éducation
(2018/4 Vol. 51)
]]>2019-12-13T00:00:00+01:002020-01-03T00:00:00+01:00
Pages 7 to 10| Introduction
Pages 11 to 42| Impact of cooperation between pupils on their academic performance
in the sixth grade
| Sylvain Connac
Pages 43 to 65| The baccalauréat professionnel on TV and the historical
structuring of representations of the school system (1985–2007)
| Jérôme Krop, Stéphane Lembré
Pages 67 to 86| Knowledge in STAPS: How should it be mobilized in the training of
sports and physical education teachers?
| Youcef Alanbagi
Pages 87 to 116| Dual education and job satisfaction among novice teachers
| Jérôme Amathieu, Guillaume Escalié, Stefano Bertone, Sébastien Chaliès
Pages 117 to 122| Book review
| Audrey Hennion
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What developments have there been in understanding early school
dropout?
| Les Sciences de l'éducation
(2018/3 Vol. 51)
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Pages 7 to 10| Presentation
Pages 11 to 36| Early school dropout prevention as a category in three
differentiated territories. From the question of the pupil to staff
management in schools
| Dominique Maillard
Pages 37 to 60| Local and regional factors in student retention and success in
Quebec
| Michaël Gaudreault, Isabelle Morin, Jean-Guillaume Simard, Michel Perron, Suzanne Veillette
Pages 61 to 77| Examining school dropout through the lens of psychosocial and
socio-geographic context, the dynamic stress process, and students’
life courses: A proposal for a theoretical framework
| Éliane Thouin, Laurence Lavoie, Véronique Dupéré, Camélie Archontakis
Pages 79 to 99| Relationship to knowledge and orientation of high school students
enrolled in a “Mission de Lutte Contre le Décrochage Scolaire”
intervention program
| Biljana Stevanovic
Pages 101 to 123| Problematizing teaching practices to better understand them: Case
studies of team sports for preschoolers
| Sandrine Prevel