References of "Procedia Social and Behavioral Sciences"
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See detailStudents' immigration background as a moderator of predictive validity of tracking decisions.
Klapproth, Florian UL; Schaltz, Paule UL

in Procedia Social and Behavioral Sciences (in press)

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See detailIs Adult Education and Training Policy (1999-2011) in Portugal based on a Dilemma? The Critical Construction of the Employable Learner
Guimarães, Paula; Alves, Natália; Cavaco, Carmen et al

in Procedia Social and Behavioral Sciences (2014)

The concepts of competences and employability have been oftenly used in educational policy discourses. They have been based on a category, the employable learner both in the European Union and Portugal ... [more ▼]

The concepts of competences and employability have been oftenly used in educational policy discourses. They have been based on a category, the employable learner both in the European Union and Portugal. This paper set out to discuss how is the adult learner constructed within adult education and training policy, that is, under two programmes launched since 1999 in Portugal within the European Union's lifelong learning guidelines. A qualitative and interpretative approach was preferred for this paper. Two national policy discourses were subjected to content analysis. The conclusions state an ambiguous understanding of the employable learner. [less ▲]

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See detail“School Means Nothing to me”. Vocationalism and School Disaffiliation in Education and Training Courses in Portugal
Alves, Natália; Guimarães, Paula; Marques, Marcelo UL et al

in Procedia Social and Behavioral Sciences (2014)

Education and Training Courses for young people have assumed great relevance in the Portuguese education system. Aimed at fighting school failure and dropout these courses fall within the compensatory ... [more ▼]

Education and Training Courses for young people have assumed great relevance in the Portuguese education system. Aimed at fighting school failure and dropout these courses fall within the compensatory education framework policies. Based on interviews, an analysis of the students attending Education and Training Courses, school pathways, experiences and representations on how this form of provision was achieved. Data collected pointed to a general feeling of disaffiliation towards school, seen as a necessary evil, as well as the understanding of Education and Training Courses as the last chance to conclude the 9 th year of basic education. [less ▲]

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See detailInstructional coaching for teachers: A strategy to implement new practices in the classrooms
Devine, Mary; Houssemand, Claude UL; Meyers, Raymond UL

in Procedia Social and Behavioral Sciences (2013), 93

There is increasing evidence that professional development programs, including those for teachers, are more effective when they involve intensive forms of support. Instructional coaching is a proven ... [more ▼]

There is increasing evidence that professional development programs, including those for teachers, are more effective when they involve intensive forms of support. Instructional coaching is a proven support to both teacher development and student achievement. A model of instructional coaching developed by Jim Knight and his colleagues at the Center for Research on Learning of the University of Kansas will be presented. The principles have been validated in studies of teacher professional development in the USA and in Europe. A systematic literature search on instructional coaching has been done in order to find the most relevant studies and reports. Instructional coaching for teachers is a collaborative, on-site, evidence-based approach, based on a close collaboration with school principals. The main strategic elements of the process will be outlined. A special section is dedicated to evaluation of the on-going implementation of coaching and the changing teaching practices. Evaluation of teachers’ perceptions, instructional practices and the links to student achievement will be presented. Instructional coaching can support schools in implementing new teaching practices in a sustained way. Instructional coaching also ensures that teaching practices are realized with fidelity, ensuring systematic, high-quality implementation. The aim is to ultimately improve student achievement in schools. [less ▲]

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See detailThe Role of Motivation and Self-regulation in Dropping Out of School
Meyers, Raymond UL; Pignault, Anne UL; Houssemand, Claude UL

in Procedia Social and Behavioral Sciences (2013), 89

Dropping out of secondary education is a major problem in modern economies. Several explanations have been put forward, but not all have been systematically tested due to methodological and ethical ... [more ▼]

Dropping out of secondary education is a major problem in modern economies. Several explanations have been put forward, but not all have been systematically tested due to methodological and ethical problems. We compared two groups of pupils from the same secondary school classes. The groups were selected by teachers on the basis of their anticipated school outcomes (continuing school, n=585, versus dropping out, n=196). Motivational variables were intrinsic motivation, introjected regulation, identified regulation, external regulation, amotivation, academic self-efficacy and consistency of interest. Self-regulation variables were perseverance of effort, learning strategies and resistance to peer influence. All these dimensions were measured through shortened versions of validated scales. Statistical analyses showed that most, but not all of the tested dimensions were significantly different for both groups. Significant motivational variables were intrinsic motivation, introjected regulation, amotivation, and academic self-efficacy. Self-regulation variables that differentiated the two groups were perseverance of effort, and some learning strategies (elaboration, organisation, rehearsal, but not monitoring, planning and regulating) as well as resistance to peer influence. The factors which have been found are often cited, but in our study they are measured through a systematic design. While motivational factors are difficult to affect, self-regulatory skills could be taught and their systematic integration into school curricula could contribute to reducing dropout rates for students at risk. [less ▲]

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See detailThe role of parenting in dropping out of school: Contributions and limits of qualitative research methods
Houssemand, Claude UL; Meyers, Raymond UL

in Procedia Social and Behavioral Sciences (2013), 89

Dropping out of school has been the theme of much research, speculation and controversy around the supposed factors, which explain it. Interviews of related actors in the field reveal that several ... [more ▼]

Dropping out of school has been the theme of much research, speculation and controversy around the supposed factors, which explain it. Interviews of related actors in the field reveal that several convergent and divergent causes are put forward. Based on semi-structured interviews carried out with teachers and employers and on writings about families, different points of view on dropping out were analysed, with a special focus on parenting. In a second phase these results were tested with a quantitative survey done with students in secondary education. We conclude on the contributions and limits of qualitative research methods in the understanding of a phenomena where points of view are multiple and never neutral, but which can however be linked to the strategic positions of the actors in their fields. [less ▲]

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See detailWork Context and Career Development - Construction of a Work Context Inventory
Pignault, Anne UL; Houssemand, Claude UL

in Procedia Social and Behavioral Sciences (2013), 82

The aim of this study is to develop a tool to identify elements of perceived work contexts with the aim to improve career development practices. We think that to understand how the transfer of experience ... [more ▼]

The aim of this study is to develop a tool to identify elements of perceived work contexts with the aim to improve career development practices. We think that to understand how the transfer of experience occurs, it is necessary to comprehend the features of work contexts as well as the tasks and work activities in which a person is engaged, in order to propose effective career development practices. This article focuses on the construction and validation of an inventory of work contexts because, to our knowledge, no French-speaking tool exists. [less ▲]

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See detailEquilibrium in capacitated network models with queueing delays, queue-storage, blocking back and control
Smith, Mike J.; Huang, Wei; Viti, Francesco UL

in Procedia Social and Behavioral Sciences (2013), 80

This paper considers a steady-state, link-based, fixed (or inelastic) demand equilibrium model with explicit link-exit capacities, explicit bottleneck or queuing delays and explicit bounds on queue ... [more ▼]

This paper considers a steady-state, link-based, fixed (or inelastic) demand equilibrium model with explicit link-exit capacities, explicit bottleneck or queuing delays and explicit bounds on queue storage capacities. The (spatial queueing) model at the heart of this equilibrium model takes account of the space taken up by queues both when there is no blocking back and also when there is blocking back. The paper shows in theorem 1 that a feasible traffic assignment model has an equilibrium solution provided prices are used to impose capacity restrictions and utilises this result to show that there is an equilibrium with the spatial queueing model, provided queue-storage capacities are sufficiently large. Other results are obtained by changing the variables and sets in theorem 1 suitably. These results include: (1) existence of equilibrium results (in both a steady state and a dynamic context) which allow signal green-times to respond to prices and (2) an existence of equilibrium result which allow signal green-times to respond to spatial queues; provided this response follows the P0 control policy in Smith (1979, 1987). These results show that under certain conditions the P0 control policy maximises network capacity. The spatial queueing model is illustrated on a simple network. Finally the paper includes elastic demand; this is necessary for long-run evaluations. Each of the steady state models here may be thought of as a stationary solution to the dynamic assignment problem either with or without blocking back. [less ▲]

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See detailHow can coaching make a positive impact within educational settings?
Devine, Mary; Meyers, Raymond UL; Houssemand, Claude UL

in Procedia Social and Behavioral Sciences (2013), 93

There is growing acceptance that large scale educational reform is needed to meet the challenges of the 21st century. The contribution that coaching can make in these settings has been the focus of recent ... [more ▼]

There is growing acceptance that large scale educational reform is needed to meet the challenges of the 21st century. The contribution that coaching can make in these settings has been the focus of recent discussions and research. Much of the research comes from the UK, USA and Australia and these will be reviewed to provide an overview of some of the approaches that have been used. A systematic literature search has been done using the keywords “coaching” and “education”, followed by a manual search based on references. Articles, books and reports were read in order to extract the most relevant and the most interesting studies. There is an emerging evidence-base that coaching is a powerful tool to support learning and development for students, teachers, school leaders and their educational establishments. A variety of coaching approaches have been used successfully. These approaches are outlined: behavioral coaching, solution-focused coaching, cognitive and cognitive-behavioral coaching, instructional coaching, executive coaching, peer coaching, and positive organizational leadership. The coaching approaches are also reviewed based on their focus on the three main educational actors: students, teachers, and school leaders. The contributions made by positive psychology for creating learning cultures within schools are also reviewed. All coaching approaches can provide valuable contributions, but ultimately school improvement will fail if coaching remains on an individual level. Therefore, systems of collective and collaborative learning are necessary to generate a collective learning culture. [less ▲]

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See detailUsing association rules for searching levers of influence in census data
Chertov, Oleg; Aleksandrova, Marharyta UL

in Procedia Social and Behavioral Sciences (2013), 73

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See detailAn open source tool to verify the psychometric properties of an evaluation instrument
Valois, Pierre UL; Houssemand, Claude UL; Germain, Stéphane et al

in Procedia Social and Behavioral Sciences (2011, February), 15

Professionals of education are constantly developing new instruments of evaluation. Even though the use of all sorts of evaluation tools increased during the last decades, it is often difficult for ... [more ▼]

Professionals of education are constantly developing new instruments of evaluation. Even though the use of all sorts of evaluation tools increased during the last decades, it is often difficult for teachers to verify the qualities of their instruments. To provide a solution to this problem, we have developed a free, user-friendly Excel add-in (EIRT), based on Classical Test Theory and Item Response Theory. Item analyses are performed without the requirement of being a computer expert. The objective of this paper is to present this new item analysis program aimed to verify the psychometric properties of an evaluation tool. [less ▲]

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See detailTeachers' perceptions of school drop-out in Luxembourg
Meyers, Raymond UL; Houssemand, Claude UL

in Procedia Social and Behavioral Sciences (2011), 15

Semi-structured interviews were used with teachers in secondary vocational education in Luxembourg to find perceived causes of dropping out. Answers were grouped into four categories: perceived causes ... [more ▼]

Semi-structured interviews were used with teachers in secondary vocational education in Luxembourg to find perceived causes of dropping out. Answers were grouped into four categories: perceived causes related to students, family, peers and school. Problems linked to educational and vocational guidance were highlighted. Specific characteristics of the Luxembourgish educational system (high proportion of immigrants, over-emphasis on foreign language education, lack of coordination between guidance services, insufficient work placement opportunities and school traps) were found to be perceived as related to dropping out. The views expressed provide useful insights and intervention options. [less ▲]

Detailed reference viewed: 92 (8 UL)