Pierre Merle

Bio: Pierre Merle is an academic researcher. The author has contributed to research in topics: Context (language use). The author has an hindex of 15, co-authored 57 publications receiving 776 citations.

Le concept de démocratisation de l'institution scolaire : une typologie et sa mise à l'épreuve

Abstract: Merle Pierre.- Le concept de democratisation de l'institution scolaire : une typologie et sa mise a l'epreuve Le concept de democratisation de l'institution scolaire a fait l'objet d'une reflexion incomplete eu egard aux enjeux sociaux, et notamment politique, dont le terme est investi, tout particulierement en France. Les termes actuellement utilises pour definir les modalites de la democratisation sont en effet partiels. L'objet de cet article est de montrer que la democratisation d'une institution scolaire peut etre apprehendee a travers trois modalites designees par les termes : democratisation egalisatrice, uniforme et segregative. L'etude de la situation de l'enseignement du premier cycle au niveau national et du second cycle dans l'academie de Rennes constitue une application de la typologie precedemment definie. Selon les variables et cycles retenus, l'auteur conclut a une democratisation uniforme ou segregative de l'institution scolaire sur la periode etudiee.

La démocratisation de l'enseignement

Abstract: Le debat sur l’instruction a une longue histoire. Il a divise les elites economiques et politiques au temps des Lumieres, agite les revolutionnaires, anime l’œuvre reformatrice de Francois Guizot sous la Restauration et celle de Jules Ferry sous la IIIe Republique. Au XXIe siecle, l’education demeure toujours un objet recurrent de controverses et de polemiques. Sur les deux derniers siecles, le developpement de la scolarisation a ete considerable, tout particulierement au cours des vingt-cinq dernieres annees. Faut-il pour autant considerer que l’enseignement s’est democratise ? Ou bien s’agit-il d’une generalisation de l’acces a l’instruction sans que les inegalites aient diminue ? Comment les inegalites entre les sexes ont-elles evolue ? Les inegalites se sont-elles reduites entre les eleves les plus scolarises et les moins scolarises ? Ou bien, au contraire, ont-elles augmente ? Quelles sont les categories sociales qui ont le plus profite de l’allongement de la scolarite ? Cette nouvelle edition apporte au lecteur, outre l’actualisation des donnees, une analyse des polemiques et debats les plus recents.

L'école, l'état des savoirs

Abstract: L'ecole constitue aujourd'hui plus que jamais un des enjeux majeurs de l'action politique et occupe une place importante dans les debats publics. L'efficacite du systeme scolaire, sa capacite d'integration, son organisation, l'orientation des contenus d'enseignement, la formation et les pratiques pedagogiques des enseignants font l'objet de multiples critiques et propositions emanant de tous les bords. Cet ouvrage collectif, accessible aux non-specialistes, a pour ambition d'eclairer ces debats. Rassemblant pres de cinquante contributions, il presente un etat des savoirs le plus complet possible sur la situation de l'ecole francaise. On y trouvera une analyse des differents reseaux, niveaux et types d'enseignement ; une vue d'ensemble des modes d'elaboration des contenus et des effets des politiques educatives nationales et locales, y compris a l'echelle des etablissements ; une mise en perspective des savoirs enseignes, des pratiques pedagogiques et d'evaluation ; une presentation des acteurs individuels (chefs d'etablissement, enseignants, eleves et parents) et collectifs (syndicats enseignants, mouvements lyceens et etudiants) de l'ecole ; des analyses de la diversite des parcours scolaires, ainsi que des liens entre ces parcours et les trajectoires professionnelles et sociales ulterieures ; enfin, une revue des questions "chaudes" qui ont trait a la facon dont l'ecole s'acquitte actuellement de sa double mission de preparation a la vie professionnelle et d'integration sociale.

Les notes. Secrets de fabrication

Abstract: La notation dans le milieu scolaire est souvent source de tensions pour les enseignants, parents et eleves. L'enquete menee par l'auteur montre que la note scolaire est une fabrication a partir de la constitution de la fiche de renseignements remplie par l'eleve puis de son comportement et de son travail dans la classe. L'evaluation est donc dependante d'un contexte scolaire et social.

What Is Competence

Abstract: This paper explores the definitions and usage of competence, especially in the context of training and development initiatives in the USA, UK, France and Germany, seeking to clarify the concept by incorporating knowledge, skills and competences within a holistic competence typology. One-dimensional frameworks of competence are inadequate and are giving way to multi-dimensional frameworks. Functional and cognitive competences are increasingly being added to behavioural competencies in the USA, while in the UK cognitive and behavioural competences are being added to the occupational functional competence model. France, Germany, and Austria entering the arena more recently, adopted from the outset more holistic, but different, approaches. After comparing these approaches, we argue that a holistic framework is useful in identifying the combination of competences that are necessary for particular occupations and to promote labour mobility.

Evaluation and Decision Models: A Critical Perspective

Abstract: 1. Introduction. 2. Choosing on the basis of several opinions. 3. Building and aggregating evaluations. 4. Constructing measures. 5. Assessing competing projects. 6. Comparing on several attributes. 7. Deciding automatically. 8. Dealing with uncertainty. 9. Supporting decisions. Appendix A. Appendix B. 10. Conclusion. Bibliography. Index.

Typology of knowledge, skills and competences : clarification of the concept and prototype

Abstract: intelligence, but it is actually the result of an interaction between intelligence (capacity to learn) and situation (opportunity to learn), so is more socially-constructed than intelligence. Knowledge includes theory and concepts and tacit knowledge gained as a result of the experience of performing certain tasks. Understanding refers to more holistic knowledge of processes and contexts and may be distinguished as know-why, as opposed know-that. A distinction is often made between general knowledge, which is essential irrespective of any occupational context or so fundamental as to be considered basic life knowledge, and knowledge that is specific to a sector or particular group of occupations and only likely to be encountered in such context. Weinert (1999, p. 24), for example, distinguishes: general world knowledge (generally measured by vocabulary tests that are part of many intelligence measurements, and overlapping considerably with what is defined as crystallised intelligence), and more arbitrary specialised knowledge. This specialised knowledge is necessary for meeting content specific demands and solving content-specific tasks. In contrast to general intellectual abilities, one can consider arbitrary knowledge as a demandspecific competence. 01_2005_9377-txt-EN.indd 25 28-06-2006 12:23:26 Process CyanProcess MagentaProcess YellowProcess BlackPANTONE 5415 C Typology of knowledge, skills and competences: clarification of the concept and prototype 26 Collin (1997, p. 297) cites Gardner’s association of know-how with tacit knowledge and know-that with propositional knowledge. Another way of expressing this distinction is between declarative knowledge (knowing what), and procedural knowledge (knowing how). From this perspective, it is often argued that acquiring declarative knowledge (explicit factual knowledge) must precede developing procedural knowledge, which relates to utilising knowledge in context. Gagne’s (1962) model of hierarchical knowledge fits with this approach, identifying the knowledge set necessary for understanding, learning and performing well on a criterion task. This is then traced back to each subordinate set of psychological knowledge, providing a description of knowledge that is increasingly elementary and general. Each knowledge and learning hierarchy therefore rests on primary mental abilities, with the implicit assumption of a general learning transfer capacity and logic of knowledge acquisition. In all domains there is some logic that acquiring and comprehending new knowledge demands facilitating cognitive prerequisites and specific knowledge and skills. Given this interaction between knowledge and skills, their separation in a typology is not easy. Indeed, for Klieme et al. (2004, p. 70), higher competency levels are characterised by the increasing proceduralisation of knowledge, so ‘at higher levels, knowledge is converted to skills’.

Économie et société

Abstract: L'ouvrage phare du pere de la sociologie allemande comporte ses concepts cles : la methode des ideaux-types, les formes de domination, la rationalisation de la societe. Une oeuvre marquante pour la discipline...

The school careers of ethnic minority youth in France

Abstract: This article explores the educational performance and careers of the children of immigrant families and those of French natives in secondary schooling in France. Using a rich longitudinal dataset (the 1995 Panel of the Ministry of Education), we compare the parents' educational expectations with the school careers of their children. We identify higher educational expectations among immigrant parents than among natives from a similar social background. Although immigrant students begin the college with a poorer school performance than native students, they tend to shorten this distance with the simple passage of time. Besides, most of this disadvantage is explained by class-related factors. Among the working class, there are few differences in the educational careers of children of immigrants and those of French-born children in upper secondary education. Nonetheless, students from a North African ancestry seem to be less able to materialize their aspirations than the descendants of Portuguese immigrants, and thus express more frequently their dissatisfaction with their orientation in the vocational or technological track.