Skills for Complexity

One of the major conceptual difficulties of environmental education is its complexity. During a 20 h module of initial training gathering together primary and secondary school teachers this concept was highlighted. Some approaches have been tested, all dynamic and transferable. They are analysed and assessed.     

Favouring reflexivity in technology-enhanced learning systems: towards smart uses of traces

During learning activities, reflexive processes allow learners to realise what they have done, understand why, decide on new actions and gain motivation. They help learners to regulate their actions by themselves, that is, to develop metacognitive regulation skills. Computer environments can support reflexive processes to support human learning, for example by analysing traces of learner activity and providing synthetic views by the way of indicators. Nevertheless, traces are underused in technology-enhanced learning (TEL) systems. In this article, we draw up the potential and limits of TEL systems based on traces for reflexive purposes. We then highlight the characteristics which TEL systems should have to use traces to foster reflexivity. We finally discuss how systems could enrich the self-confrontation process with traces.     

High School Dropout in Proximal Context: The Triggering Role of Stressful Life Events

Adolescents who drop out of high school experience enduring negative consequences across many domains. Yet, the circumstances triggering their departure are poorly understood. This study examined the precipitating role of recent psychosocial stressors by comparing three groups of Canadian high school students (52% boys; M_age = 16.3 years; N = 545): recent dropouts, matched at‐risk students who remain in school, and average students. Results indicate that in comparison with the two other groups, dropouts were over three times more likely to have experienced recent acute stressors rated as severe by independent coders. These stressors occurred across a variety of domains. Considering the circumstances in which youth decide to drop out has implications for future research and for policy and practice.     

On estimating finite mixtures of multivariate regression and simultaneous equation models

We propose a maximum likelihood framework for estimating finite mixtures of multivariate regression and simultaneous equation models with multiple endogenous variables. The proposed “semi‐parametric” approach posits that the sample of endogenous observations arises from a finite mixture of components (or latent‐classes) of unknown proportions with multiple structural relations implied by the specified model for each latent‐class. We devise an Expectation‐Maximization algorithm in a maximum likelihood framework to simultaneously estimate the class proportions, the class‐specific structural parameters, and posterior probabilities of membership of each observation into each latent‐class. The appropriate number of classes can be chosen using various information‐theoretic heuristics. A data set entailing cross‐sectional observations for a diverse sample of businesses is used to illustrate the proposed approach.     

La Diversité de Niveaux des Situations Scolaires: Essai de Caractérisation

European Journal of Psychology of Education -     

Industry-university collaboration for professional education

Publishing education requires the collaboration of educational institutions and the industry. Education must be tailored to job opportunities, must be linked to an academic department, and must give students a broad view of the industry. It must not neglect the medium and long terms in favor or the short term, and it must continue throughout the employee's career. Finally, both industry and education must keep the reader at the center of all activities. Translated by Beth Luey.     

Dynamic Consultation: Towards process and challenge

This paper outlines the attempts of a group of educational psychologists to apply the theoretical principles underpinning dynamic assessment to the process of solution-focused consultation with teachers at the school-based stages of the Special Educational Needs Code of Practice. Process questions based on dynamic assessment are used within a semi-structured consultative framework in order to challenge thinking, to explore meanings, to mediate learning and to plan interventions. It is suggested that the principles of dynamic assessment lend themselves well to the consultation process, providing a model for effective and reflective practice for educational psychologists and teachers, and non-intrusive intervention with pupils.