Nathalie Mons

Bio: Nathalie Mons is an academic researcher. The author has contributed to research in topics: Curriculum & Empirical research. The author has an hindex of 12, co-authored 23 publications receiving 490 citations.

Promoting ethnic tolerance and patriotism: the role of education system characteristics

Abstract: The literature on political socialization has overlooked the influence of system characteristics of schooling on civic values and youth political identities. This article addresses that gap by investigating the degree to which system differentiation relates to the values of ethnic tolerance and patriotism. We distinguish between pedagogical differentiation and territorial differentiation. While the first concept relates to the contrast between early tracking and comprehensive education, the second term captures the contrast between federal versus unitary states. We find that comprehensive schooling and nonfederal systems are associated with smaller disparities of ethnic tolerance and patriotism across ethnic and social groups. Patriotism is positively linked to ethnic tolerance in nonfederal systems. We suggest that nonexclusionary forms of patriotism can be promoted by public education through some form of national regulation of the curriculum.

Caractéristiques des systèmes éducatifs et compétences des jeunes de 15 ans

Abstract: HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d’enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Caractéristiques des systèmes éducatifs et compétences des jeunes de 15 ans Marie Duru-Bellat, Nathalie Mons, Bruno Suchaut

Effets théoriques et réels des politiques d’évaluation standardisée

Abstract: Les politiques d’evaluation standardisee se sont massivement developpees dans les pays de l’OCDE depuis les annees 1990. Promus hier comme un instrument d’evaluation des acquis individuels des eleves, ces dispositifs s’imposent aujourd’hui comme un outil politique de regulation des systemes educatifs. Ils s’interessent, au-dela des resultats scolaires des eleves, aux performances des etablissements scolaires, des autorites locales en charge de l’education et, plus largement, des systemes educatifs. Cette mutation de l’outil a conduit a une cristallisation des critiques autour de sa mise en œuvre et a de nombreuses interrogations sur les effets de telles reformes. Pour eclairer ce debat scientifique, politique et mediatique, cette note de synthese presente une revue de la litterature sur les effets de ces dispositifs. Une premiere section de cette note s’interesse aux effets theoriques attendus des politiques d’evaluation standardisee a la fois comme outil de pilotage (ou de regulation) des systemes educatifs et comme instrument pedagogique d’une amelioration des acquis individuels des eleves. Dans un second temps, cette note presente une synthese des recherches empiriques qui ont porte sur les effets reels de l’evaluation standardisee, tant en termes d’efficacite et d’egalite scolaires qu’en termes d’efficience. A travers ce champ scientifique extremement controverse, nous montrerons que les effets de ces dispositifs sont difficiles a apprehender car aucun consensus empirique net ne se dessine autour d’un benefice de ces reformes. Ce resultat, ou du moins cette absence de convergence des conclusions des etudes scientifiques, interroge : quels sont les processus, en jeu dans les comportements des acteurs locaux du systeme educatif, qui peuvent expliquer que les resultats des dispositifs d’evaluation standardisee apparaissent aussi divers suivant les terrains ? Nous serons ainsi amenees, dans la troisieme partie de cette note de synthese, a decrire les mecanismes associes a l’introduction du testing en lien avec les comportements d’une pluralite d’acteurs : les enseignants, les personnels d’encadrement du systeme educatif (chefs d’etablissement, responsables d’autorites locales…), les parents d’eleves et les eleves.

Évaluation des politiques éducatives et comparaisons internationales

Abstract: Les politiques educatives s’inscrivent desormais au cœur du debat public, en France comme a l’etranger. Car les processus d’elaboration des choix politiques en education tendent a evoluer. Longtemps la chasse gardee d’une elite specialisee, en lien avec les syndicats professionnels dans le cadre d’un modele neo-corporatiste, les reformes de structures scolaires, l’elaboration des curricula ou encore les statuts et missions des personnels etaient concus, discutes, decides en vase clos. L’avene...

Citizenship and Nationhood in France and Germany.

Abstract: Preface Introduction: Traditions of Nationhood in France and Germany I. The Institution of Citizenship 1. Citizenship as Social Closure 2. The French Revolution and the Invention of National Citizenship 3. State, State-System, and Citizenship in Germany II. Defining The Citizenry: The Bounds of Belonging 4. Citizenship and Naturalization in France and Germany 5. Migrants into Citizens: The Crystallization of Jus Soli in Late-Nineteenth-Century France 6. The Citizenry as Community of Descent: The Nationalization of Citizenship in Wilhelmine Germany 7. \"Etre Francais, Cela se Merite\": Immigration and the Politics of Citizenship in France in the 1980s 8. Continuities in the German Politics of Citizenship Conclusion Notes Bibliography Index

High Stakes Education: Inequality, Globalization, and Urban School Reform

Abstract: High Stakes Education: Inequality, Globalization, and Urban School Reform, by Pauline Lipman. New York: Routledge, 2004. 224pp. $29.95, paperback. Through a case study of four elementary schools in the Chicago system, Lipman argues that "neoliberal education programs and the drive to accountability and standardization have won out because they have captured the national, even international conversation about education as the only alternative for the 'failure' of public schooling" (p. 180). She skillfully argues the intricate connections between realities of race, globalization, the economy, and politics that hold the answers to real school reform. As Lipman carefully walks us through her rigorous ethnographic study of teachers, students, parents, and the Chicago Public School systems policies, it is clear that current policies and practices must be challenged and changed in order for schools to successfully educate our youth and future workers. That challenge, according to the author, requires a new language of critique that incorporates the multiple perspectives of teachers, students, families, and communities that are committed to providing the best education for children. That change must incorporate more progressive and socially just policies and means of assessing quality and effective learning in all schools. Through the extensive interviews and thorough analysis of school policies, Lipman is able to show what happens to teachers and schools when the measure of its success is predicated purely on the results of tests, accountability, and standards. She uncovers the "hidden effects," of strict accountability requirements and shows that urban schools are often training grounds for secondclass citizenry, further disenfranchising youth as communities of citizens that will never realize the "American dream," nor have the opportunity to improve their lives. She confirms Jay MacLeod's (1995) findings that schools provide the training for low-skilled jobs, thus "leveling" students' aspirations but at the same time reprimanding these youths and their parents for not being academically, socially, or economically successful. Whereas MacLeod's study of two gangs in a housing project leads to similar conclusions through sociological theoretical lens, Lipman is thorough in her analysis of urban education and its "human cost" as it interrelates with global, economic, and political policies in this nation. She frames her analysis around four social justice imperatives-equity, agency, cultural relevance, and critical literacy, and makes it clear that race is central to the politics of education. Thus, she more strongly demonstrates how urban schools carry out urban education policy that continues to perpetuate the negative effects of poverty and unequal opportunities for our future workers, particularly African Americans and Latinas. Lipman leads us to recognize that new policies for success, largely related to the accountability measures and consequences of No Child Left Behind (2002), have relegated teaching and learning to teaching for the test, disregarding any concerns students bring to school, or recognizing any other talents. Through her critical examination of "successful," as well as "failing schools," she raises questions about standardization, arguing that "these new standards and measures of accountability exacerbate existing educational and social inequities and contribute to new ones" (p. 3). Understanding the negative effect of high-stakes testing and accountability measures, one can quickly relate these findings to low-wage jobs, lack of health care and retirement security, racism, homelessness, and the new immigrant faces in the workplace. Race continues to be central to the persistence of inequality. Changing demographics, coupled with new inequalities among and within cities, have important implications for urban school policy, including rationalizing "teaching and learning to serve global economic competition" (p. …

Socioeconomic school segregation in a market-oriented educational system. The case of Chile

Abstract: This paper presents an empirical analysis of the socioeconomic status (SES) school segregation in Chile, whose educational system is regarded as an extreme case of a market-oriented education. The study estimated the magnitude and evolution of the SES segregation of schools at both national and local levels, and it studied the relationship between some local educational market dynamics and the observed magnitude of SES school segregation at municipal level. The main findings were: first, the magnitude of the SES segregation of both lowSES and high-SES students in Chile was very high (Duncan Index ranged from 0.50 to 0.60 in 2008); second, during the last decade, SES school segregation tended to slightly increase in Chile, especially in high schools (both public and private schools); third, private schools – including voucher schools – were more segregated than public schools for both low-SES and high-SES students; and finally, some market dynamics operating in the Chilean education (like privatization, school choice, and fee-paying) accounted for a relevant proportion of the observed variation in SES school segregation at municipal level. These findings are analyzed from an educational policy perspective in which the link between SES school segregation and market-oriented mechanisms in education plays a fundamental role.

Skills and inequality: partisan politics and the political economy of education reforms in Western welfare states

Abstract: Skills and Inequality studies the political economy of education and training reforms from the perspective of comparative welfare state research. Highlighting the striking similarities between established worlds of welfare capitalism and educational regimes, Marius R. Busemeyer argues that both have similar political origins in the postwar period. He identifies partisan politics and different varieties of capitalism as crucial factors shaping choices about the institutional design of post-secondary education. The political and institutional survival of vocational education and training as an alternative to academic higher education is then found to play an important role in the later development of skill regimes. Busemeyer also studies the effects of educational institutions on social inequality and patterns of public opinion on the welfare state and education. Adopting a multi-method approach, this book combines historical case studies of Sweden, Germany, and the United Kingdom with quantitative analyses of macro-level aggregate data and micro-level survey data.

Педагогічні умови наступності в навчанні технології швейного виробництва майбутнього вчителя технологій в системі «професійно-технічний навчальний заклад – вищий навчальний заклад»

Abstract: Стаття присвячена проблемі взаємозв’язку між різними етапами безперервної освіти в системі «професійно-технічний навчальний заклад – вищий навчальний заклад». В результаті проведеного якісного аналізу навчальних програм з предмету «Технологія швейного виробництва» педагогічного вузу та ПТНЗ встановлено, що існують педагогічні передумови для суттєвого скорочення часу на вивчення випускниками ПТНЗ у вузі даної дисципліни.