Movements or Institutions? The French mouvements pedagogiques

Beattie, Nicholas

doi:10.1080/03050069828153

Cited by 6 publications

(1 citation statement)

References 2 publications

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“…Educational literature provides other examples of pupils taking responsibility in further ways. Experience of children taking responsibility in the government of the community can be found in educational models inspired by the principles of the éducation nouvelle and éducation active: an educational movement that is today represented by associations of educators and teachers as the CEMEA (Centres d'Entraînement aux Méthodes d'Éducation Active) in France and in other countries (CEMEA 2008;Beattie 1998). The methods of the éducation active encourage children to participate actively in the life and management of the community through assemblies, group work, discussion meetings of actual issues and encouragement of social initiatives.…”

Section: Responsibility/trustmentioning

confidence: 99%

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Westling

2009

Soc Psychol Educ

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This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics of educational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments. Definition and rationale of social climateThe social climate in educational settings is shaped by the relationships between teachers and students, and between students. The quality, quantity and directions of these relationships influence the social climate, affecting further students' self-concept, motivation and performance (Fraser 1986). Learning environment research has showed that quantitative and qualitative aspects of educational settings can be described and

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Section: Responsibility/trustmentioning

confidence: 99%

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Westling

2009

Soc Psychol Educ

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Comparative and International Education: A Bibliography (1998)

Raby¹

1999

Comparative Education Review

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Institutional Pedagogy and Semiosis: Investigating the missing link between Peirce's semiotics and effective semiotics

Pesce

2011

Educational Philosophy and Theory

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My aim in this paper is to show the relevance of an 'effective semiotics'; that is, a field study based upon Peirce's semiotics. The general context of this investigation is educational semiotics rather than semiotics of teaching: I am concerned with a general approach of educational processes, not with skills and curricula. My paper is grounded in a field study that I carried out in a school, L'Ecole de la Neuville, implementing Institutional Pedagogy in France. I first investigate the relevance of Peirce's semiotics in such a context. I then propose several definitions for the word 'institution', referring to the core concepts of this particular pedagogy, before describing the concept of 'institution-sign', which is considered a useful tool for making effective connections between several aspects of semiotics. I finally assert that an institution constitutes a tool that allows teachers to favour semiosis in educational contexts.

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Movements or Institutions? The French mouvements pedagogiques

Cited by 6 publications

References 2 publications

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Comparative and International Education: A Bibliography (1998)

Institutional Pedagogy and Semiosis: Investigating the missing link between Peirce's semiotics and effective semiotics

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