Le lycee que je dirige

Sans résuméSous ce titre, la Revue publiera de temps à autre des contributions demandées à des directeurs d'établissements scolaires des différentes parties du monde. L'intention n'est pas de présenter au lecteur des institutions choisies pour l'excellence ou le caractère exemplaire de leurs réalisations pédagogiques, mais plutôt de lui offrir un aperçu des idées et conceptions d'éducateurs responsables de la vie quotidienne de leur école. (N.D.L.R.)     

The reliability of the WISC-R performance scale with deaf children

Though the Wechsler tests are widely used to assess the intellectual ability of hearing impaired children, data on the reliability of the WISC-R with this population have been lacking. The Performance Scale of the WISC-R was administered to 59 prelingually deaf children attending a state-supported day school program. The reliability coefficients and standard errors of measurement were computed for each subtest and for the Performance Scale IQ. The results compare favorably with those found by Wechsler with the standardization sample.     

全球疫情技治的文化比较

新冠疫情全球爆发和防控,彰显科学技术之运用在应对公共卫生危机中的重要作用.不同国家和地区在疫情应对中的差别,反映出在技术文化尤其是技术治理方面的差异,包括技术范式、技术实践和疫期生活等方面的不同.同时,在意识形态和政治差异背景下,世界日益走向全球性技术治理,对此需要更深入的研究和反思.本文主要以中国、德国和美国的情况为例,比较世界不同国家和地区运用科技应对疫情的差异,理解世界技术文化的多元性,以期帮助提升各国技术治理的水平.     

Parental expectations of children’s higher education participation in Australia

The role of parental expectations in determining children's higher education participation is important in understanding both participation and potential policy responses. Using a nationally representative longitudinal survey of Australian households, providing repeat observations on expectations for individual children, this study extends the literature in several respects. First, it examines the adaptation of parental expectations over a 4-year time frame. Second, it looks at how parental expectations for school children are associated with actual higher education outcomes in the future. Third, the longitudinal aspect of the dataset permits more robust analyses of factors that shape parental expectations. The findings indicate that parental expectations of their children's attendance at university are generally stable across time. Perceptions of children's academic achievement at school are shown to be the key influence in shaping parents' expectations, and behavioural issues at school adversely affect expectations. Australian parents from non-English-speaking backgrounds were more likely to form positive expectations of university participation by their children, consistent with studies from other countries. A more nuanced picture of the formation of expectations for sole-parent mothers is also presented. Positive effects of parental education and children's enrolment in a private school on parents' expectations, over and above any effect on school achievement, highlight these socioeconomic factors as potential causal channels for the intergenerational transmission of socioeconomic outcomes.     

A tool for monitoring the development of written English: T-unit analysis using the SAWL

The article reports the development of the Structural Analysis of Written Language (SAWL), an instrument designed for use by classroom teachers in objectively documenting the ability of children to write in English. The SAWL allows teachers to use T-unit analysis to quantitatively assess language improvement regardless of whether the student writes perfect English, flawed English, and/or generates "wordstrings" with minimal English structure. The SAWL introduces two new indexes of linguistic maturity, morphemes per T-unit (MTU) and the word efficiency ratio (WER). The SAWL also allows teachers to (a) objectively compare a child's written composition with printed material and (b) make a seamless comparison of a student's written English across his or her academic life using the same indexes of measurement.