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Cette recherche traite de la thématique du « Soutien aux comportements positifs à l’échelle de l’école ». Ce dispositif consiste en une stratégie de prévention universelle qui aborde les comportements des élèves par des changements de systèmes à l’échelle de l’école sur le long terme. Ces changements résultent d’une adaptation de l’environnement scolaire pouvant impacter les comportements des élèves de manière positive. Une fois le dispositif bien implémenté, le personnel éducatif se sent plus efficace et voit ses interventions en réaction aux comportements inappropriés diminuer.
L’objectif de cette recherche quantitative est d’étudier l’impact du dispositif sur deux variables en lien avec celui-ci que sont le climat scolaire ainsi que le sentiment d’efficacité collective. Ces deux variables sont en lien avec le Pacte pour un enseignement d’excellence qui amène les écoles à définir un Plan de Pilotage dans lequel se trouve entre autres l’état des lieux du climat scolaire de l’école et l’efficacité collective de l’équipe éducative.
En outre, cette recherche quasi-expérimentale a pour objectif de comparer une école primaire spécialisée expérimentale mettant en place le dispositif avec une école primaire spécialisée contrôle comparable ne mettant pas en place le dispositif en question. L’analyse porte sur une durée d’une année de préparation et une année d’implémentation au sein de l’école expérimentale. Pour ce faire, des questionnaires adressés aux enseignants, aux parents et aux élèves sont administrés afin de comparer les résultats des deux établissements et de mesurer l’impact du dispositif sur les deux variables étudiées.
Cette recherche est inclue dans les travaux du service AIDE dirigé par A. Baye de l’université de Liège, qui est responsable de l’implémentation du dispositif dans huit écoles pilotes en Fédération Wallonie-Bruxelles. Cette recherche a un caractère inédit par son aspect spécialisé de l’enseignement où l’équipe éducative, les parents et les élèves repris dans l’échantillon sont dans une autre perspective d’éducation et d’enseignement comparativement à l’enseignement ordinaire.

Soutien aux comportements positifs --- Sentiment d'efficacité collective --- Climat scolaire --- Quasi-expérimental --- Collective effectiveness --- School wide positive behavior and support --- School climate --- Sciences sociales & comportementales, psychologie > Education & enseignement

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The aim of this book is to empirically identify the school success pathways of migrants for policy actions in schools and communities in order to tackle barriers to migrant students’ school success. These resilience pathways highlight differences in individual and social risks and identify protective factors for young migrants to overcome obstacles linked to discrimination and low educational outcomes. It presents international empirical research comparing and explaining school success factors for migrant students in various countries, namely, Germany, Greece, Russia, and Switzerland.

Research & information: general --- acculturation --- adjustment --- teachers' educational practices --- immigrant children --- language support --- academic support --- inclusion --- welcoming school climate --- upper secondary education --- migration --- intersectionality --- success at school --- resilience --- youth --- VET education --- academic self-concept --- immigrant students --- school success --- recognitive justice --- inequality at school --- recognition by teacher --- recognition by peers --- academic achievement --- self-esteem --- ethnic identity --- national identity --- school engagement --- minority youth --- bicultural identity --- acculturation --- adjustment --- teachers' educational practices --- immigrant children --- language support --- academic support --- inclusion --- welcoming school climate --- upper secondary education --- migration --- intersectionality --- success at school --- resilience --- youth --- VET education --- academic self-concept --- immigrant students --- school success --- recognitive justice --- inequality at school --- recognition by teacher --- recognition by peers --- academic achievement --- self-esteem --- ethnic identity --- national identity --- school engagement --- minority youth --- bicultural identity

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This book, a Special Issue of the International Journal of Environmental Research and Public Health, has been curated by three leading international experts on the topic. Following their editorial, there are 14 contributions on the topic of interventions against bullying, including cyberbullying, and similar abusive behaviors such as dating violence. Some contributions also assess positive or protective factors such as well-being, self-efficacy, and school climate. Eight of the contributions directly assess the effects of an intervention, with pre/post test designs and experimental and control groups. The other contributions examine a range of relevant topics, such as teacher attitudes and pupils’ confidence in intervening rather than being passive bystanders. Ten countries are represented among the authors. Most of the articles are about secondary schools (pupils, or teachers), but there are also contributions on early childhood, primary school, and university. This book will be of interest and relevance not only to researchers but also to teachers and educational practitioners concerned with pupil safety and well-being in school, and provides practical ways to reduce bullying and its harmful effects.

n/a --- successful educational action --- cyber-victim --- mental health --- South Korea --- Prev@cib --- teacher based-intervention --- school --- bystanders --- wellbeing --- self-efficacy --- subgroup analyses --- young children --- Dat-e Adolescence --- social environment --- prevention --- prevention program --- risk factors --- verbal bullying --- tabby intervention program --- coping strategies --- warmth --- adolescents --- minors --- cyber victimization --- moral disengagement --- dating violence --- cyberbullying --- cyberbullying interventions --- school climate --- intervention --- bullying --- Bullying --- hakkyo-pokryuk --- anti-bullying --- cyberbullying and the law --- classroom cohesion --- martial arts --- classroom climate --- willingness to intervene --- relational bullying --- teacher styles --- authoritative leadership --- cybervictimization --- teachers --- traditional victimization --- ecological system theory --- resilience --- moderators --- effectiveness --- intervention program --- Asegúrate program --- class teacher --- special education needs students --- cyber-aggressor --- control --- aggression --- families --- peer support --- pre-service teachers --- threat assessment --- temperament --- educational lifespan --- Asegúrate program

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Educators believe that they are adequately preparing youth for the labor market while at the same time employers lament the students' lack of skills. A possible source of the mismatch in perceptions is that employers and educators have different understandings of the types of skills valued in the labor market. Using economics and psychology literature to define four skills sets-socio-emotional, higher-order cognitive, basic cognitive, and technical-this paper reviews the literature that quantitatively measures employer skill emand, as reported in a preference survey. A sample of 27 studies reveals remarkable consistency across the world in the skills demanded by employers. While employers value all skill sets, there is a greater demand for socio-emotional skills and higher-order cognitive skills than for basic cognitive or technical skills. These results are robust across region, industry, occupation, and education level. Employers perceive that the greatest skills gaps are in socio-emotional and higher-order cognitive skills. These findings suggest the need to re-conceptualize the public sector's role in preparing children for a future labor market. Namely, technical training is not equivalent to job training; instead, a broad range of skills, many of which are best taught long before labor market entry, should be included in school curricula from the earliest ages. The skills most demanded by employers-higher-order cognitive skills and socio-emotional skills-are largely learned or refined in adolescence, arguing for a general education well into secondary school until these skills are formed. Finally, the public sector can provide programming and incentives to non-school actors, namely parents and employers, to encourage them to invest in the skills evelopment process. Skills, labor demand, cognitive, non-cognitive, behavioral skills, competences, employer surveys, skills policy, education policy, training policy.

Ability. --- Academic Learning. --- Access and Equity in Basic Education. --- Achievement. --- Adolescence. --- Adolescents. --- Adult Literacy. --- Adults. --- Applied Skills. --- Attitudes. --- Basic Knowledge. --- Basic Literacy. --- Basic Numeracy. --- Basic Skills. --- Body Language. --- Caregivers. --- Child Development. --- Childhood Evelopment. --- Children. --- Classroom. --- Cognition. --- Cognitive Development. --- Cognitive Skills. --- Cognitive Test. --- Communication. --- Computer Literacy. --- Computer Skills. --- Concepts. --- Creativity. --- Critical Thinking. --- Curricula. --- Curriculum. --- Decision Making. --- Developmental Psychology. --- Disadvantaged Children. --- Early Childhood Development. --- Early Childhood. --- Early Enrichment. --- Early Stimulation. --- Educated Workers. --- Education for All. --- Education Institutions. --- Education Policy. --- Education Providers. --- Education Sector. --- Education System. --- Education. --- Educational Achievement. --- Educational Infrastructure. --- Educational Sciences. --- Educators. --- Effective Schools and Teachers. --- Effort. --- Elementary School. --- Emotional Development. --- Ethics. --- Exams. --- Experience. --- General Education. --- Girls. --- Global Education. --- Groups. --- Head Start. --- High School. --- Higher Education Institutions. --- Higher Education. --- Human Development. --- Information Processing. --- Instruction. --- Intelligence. --- Interventions. --- Investment. --- Job Training. --- Knowledge. --- Language. --- Leadership. --- Learning Outcomes. --- Learning. --- Levels of Education. --- Life Skills. --- Literacy Survey. --- Literacy. --- Memory. --- Needs. --- New Entrants. --- Numeracy. --- Nutrition. --- Oral Communication. --- Participation. --- Pedagogical Methods. --- Perception. --- Performance. --- Personality Traits. --- Personality. --- Preschool Education. --- Primary Data. --- Primary Education. --- Primary School. --- Primary Schooling. --- Problem Solving. --- Professional Knowledge. --- Psychology. --- Reasoning. --- Regional Education. --- School Activities. --- School Climate. --- School Clubs. --- School Curricula. --- School Curriculum. --- School Improvement. --- School Schools. --- School Setting. --- School. --- Schooling. --- Schools. --- Science. --- Secondary Education. --- Secondary School. --- Skill Acquisition. --- Skill Evelopment. --- Skilled Workers. --- Skills Acquisition. --- Skills Evelopment. --- Skills for Employment. --- Skills. --- Students. --- Study. --- Teacher Qualifications. --- Teacher. --- Teaching Methods. --- Teaching. --- Thinking. --- Training Programs. --- Training. --- Understanding. --- Values. --- Vocational Education. --- Women. --- Work Experience. --- Writing. --- Youth.

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This paper develops and estimates an equilibrium model of charter school entry and school choice. In the model, households choose among public, private, and charter schools, and a regulator authorizes charter entry and mandates charter exit. The model is estimated for Washington, D.C. According to the estimates, charters generate net social gains by providing additional school options, and they benefit non-white, low-income, and middle-school students the most. Further, policies that raise the supply of prospective charter entrants in combination with high authorization standards enhance social welfare.

Academic achievement --- Academic performance --- Academic programs --- Academic viability --- Academic year --- Achievement data --- Alternative schools --- Average class size --- Average number of children --- Black students --- Board of education --- Catholic schools --- Class size --- Classroom --- College --- Comprehensive assessment --- Cultural policy --- Culture & development --- Curricula --- Curriculum --- Early childhood --- Economics of education --- Educated parents --- Education --- Education for all --- Education reform --- Education statistics --- Education students --- Educational attainment --- Educational costs --- Effective schools --- Elementary school --- Elementary schools --- Enrollment by grade --- Enrollment data --- Ethnic composition --- Faculty --- Faculty development --- Fees --- Formula funding --- Geographic distribution --- Graduation rate --- Graduation rates --- High school --- High schools --- Knowledge --- Language curriculum --- Learning --- Literature --- Low enrollments --- Low-income students --- Middle school --- Middle school students --- Middle schools --- Ministry of education --- Net social gain --- Number of schools --- Number of students --- Open access --- Papers --- Parental income --- Partnerships in education --- Primary education --- Private school --- Private schools --- Public school --- Public school system --- Public schools --- Pupil funding --- Quality schools --- Racial segregation --- Reading --- Regular schools --- Research --- Research report --- Researchers --- School --- School attendance --- School buildings --- School climate --- School cost --- School costs --- School data --- School day --- School district --- School effectiveness --- School enrollment --- School enrolment --- School entry --- School experience --- School funding --- School leaders --- School level --- School levels --- School location --- School performance --- School principals --- School quality --- School reform --- School students --- School supply --- School survey --- School system --- School tuition --- School year --- School-age --- School-age children --- School-age population --- School-year --- Schooling --- Schools --- Science --- Secondary education --- Social science --- Social welfare --- Special education --- Student --- Student achievement --- Student body --- Student choice --- Student costs --- Student demand --- Student group --- Student groups --- Student population --- Students --- Teacher --- Teachers --- Teaching --- Teaching methods --- Tertiary education --- Tuition --- University --- Urban school --- Urban schools --- Values --- Vocational schools