Xavier Dumay

TL;DR: In this article, the authors compared four heterogeneity management models concerning the weakest students' (1) academic routes, (2) educational environments, and (3) level of achievement and social inequality within school systems.

TL;DR: In this article, the authors translate the Learning Transfer System Inventory into French and examine the internal structure of the translated instrument; and its predictive validity, showing statistically significant correlations with transfer: learner readiness, motivation to transfer, transfer design, opportunity to use, transfer performance expectations, performance-outcomes expectations and performance self-efficacy.

TL;DR: In this article, different indicators of school composition are used: academic, socio-cultural, language, and sex composition, and the results show that the school composition effect explains significant amount of between schools variance even after controlling for pupils' initial performance, socio cultural background, and non-cognitive dispositions.

TL;DR: This article found that culture homogeneity is positively associated with the principal's transformational leadership and the teachers' collective decision-making relative to pedagogical aspects, and that the impact of TL on culture homogeneous is partially mediated by teachers collective decision making.

TL;DR: In this article, the authors start from the observed fact that equality of opportunities of educational achievement is higher in integrated school systems than in differentiated school systems, and they offer three analyses based on a comparative analysis of international databases measuring educational achievement, which lend credence to the hypothesis that the structure of the school system has a specific effect on the extent of inequalities.