References of "Lafontaine, Dominique"
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See detailLiteracy in Austria. Country Report. Children and adolescents
Ehgartner, Reinhard; Gangl, Verena; Garbe, Christine et al

Report (2016)

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See detailLiteracy in Lithuania. Country Report - Children and Adolescents
Garbe, Christine; Lafontaine, Annette; Masiulienė, Laura et al

Report (2016)

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See detailLiteracy in Czech Republic. Country Report - Children and Adolescents
Garbe, Christine; Lafontaine, Annette; Laufkova, Veronika et al

Report (2016)

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See detailLiteracy in Belgium (French Community). Country Report - Children and Adolescents
Garbe, Christine; Lafontaine, Annette; Lafontaine, Dominique ULg et al

Report (2016)

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See detailLiteracy in France. Country Report. Children and adolescents
Jonhson, Sandra; Jonhson, Rod; Garbe, Christine et al

Report (2016)

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See detailLiteracy in Finland. Country Report. Children and adolescents
Garbe, Christine; Lafontaine, Dominique ULg; Shiel, Gerry et al

Report (2016)

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See detailLiteracy in Estonia. Country Report. Children and adolescents
Garbe, Christine; Kerge, Krista; Lafontaine, Dominique ULg et al

Report (2016)

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See detailLiteracy in England. Country Report. Children and adolescents
Buddeberg, Klaus; Dombey, Henrietta; Garbe, Christine et al

Report (2016)

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See detailLiteracy in Denmark. Country Report. Children and adolescents
Arnadottir, Erna; Garbe, Christine; Kristmundsson, Gudmundur et al

Report (2016)

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See detailLiteracy in Cyprus. Country Report. Short version
Balbinot, Valeria; Heracleous, Maria; Manolitsis, George et al

Report (2016)

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See detailLitteratie en Belgique francophone. rapport court
Garbe, Christine; Géron, Stéphanie ULg; Lafontaine, Dominique ULg et al

Report (2016)

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See detailFavoriser la co-régulation et la co-construction d’une démarche efficace de résolution de problèmes mathématiques en fin d’enseignement primaire
Jaegers, Doriane ULg; Lafontaine, Dominique ULg; Fagnant, Annick ULg

in Schweizerische Zeitschrift fur Bildungswissenschaften = Rivista Svizzera di Scienze dell'Educazione = Revue Suisse des Sciences de l'Education (2016), 38(3), 569-589

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See detailVingt ans de réformes en FWB, au bout du chemin l'excellence ?
Lafontaine, Dominique ULg

Conference given outside the academic context (2016)

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See detailL'évaluation de la lecture-compréhension dans les enquêtes internationales: enjeux et perspectives
Lafontaine, Dominique ULg; Schillings, Patricia ULg

in Revue Française de Linguistique Appliquée (2015), XX(2), 9-20

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See detailPacte pour un enseignement d'excellence: état des lieux
Demeuse, Marc; Friant, Nathanaël; Maystadt, Philippe et al

Report (2015)

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See detailFilles et garçons : ensemble, c'est tout ?
Lafontaine, Dominique ULg

in Entrées Libres (2015), (97), 2-3

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See detailÉvaluations à large échelle : prendre la mesure des effets de contexte
Lafontaine, Dominique ULg

Conference (2015, January 28)

The communication (Keynote conference) give a comprehensive overview of how contexts have been taken into account in large-scale international assessments of achievement. The following topics are ... [more ▼]

The communication (Keynote conference) give a comprehensive overview of how contexts have been taken into account in large-scale international assessments of achievement. The following topics are investigated: 1) the growing importance of contextual questionnaires in PISA 2) the response-style biases and how they can jeopardize validity and comparability of measures (especially of self-reported non-cognitive outcomes measured by Likert scales) 3) the frame-of-reference (group) effects (BFLPE) and their differential impact depending on the structure of education systems. [less ▲]

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See detailEquity in opportunity-to-learn and achievement in reading: A secondary analysis of PISA 2009 data
Lafontaine, Dominique ULg; Baye, Ariane ULg; Vieluf, Svenja et al

in Studies in Educational Evaluation (2015), 47

Using data from PISA 2009, the present study investigates firstly how equally students are exposed to opportunities to improve their reading skills (OTL) depending on the school they are enrolled in, and ... [more ▼]

Using data from PISA 2009, the present study investigates firstly how equally students are exposed to opportunities to improve their reading skills (OTL) depending on the school they are enrolled in, and secondly the links between OTL in reading and achievement at the school level. A multidimensional within-item IRT is used to model the OTL. The intraclass correlation of both OTL dimensions issued from the IRT analysis – reading fiction and reading non-continuous tasks – is high, especially in differentiated education systems, showing an unequal exposure to OTL in reading according to the school. Robust correlations between the two OTL dimensions and reading achievement are observed at the school level. In addition, the results of a multilevel regression analysis show that a substantial proportion of the between-school variance in reading can be explained by OTL and by the school social intake. The proportion of between-school variance explained jointly by OTL and social intake is higher in differentiated education systems than in comprehensive ones. [less ▲]

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