References of "de Landsheere, Gilbert"
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See detailDéfinir les objectifs de l'éducation
de Landsheere, Gilbert ULg; de Landsheere, Viviane ULg

Book published by Presses Universitaire de France (PUF) - 5ème éd. (1992)

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See detailGeneral issues relating to pupil achievement
de Landsheere, Gilbert ULg

in Weston, Penelope B. (Ed.) Assessment of pupil achievement : motivation and school success : report of the Educational Research Workshop held in Liège 12-15 September 1989 (1991)

Pupils may fail assessments of varying degrees of objectivity either because they have not achieved the standards set by their school or - and this might not be at all the same thing - they are ... [more ▼]

Pupils may fail assessments of varying degrees of objectivity either because they have not achieved the standards set by their school or - and this might not be at all the same thing - they are inadequately equipped to cope with certain aspects of everyday life. Variations in educational achievement are only important if they serve as a guide to how much pupils know, compared with what they really ought to know. [less ▲]

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See detailL'avenir de l'enseignement
de Landsheere, Gilbert ULg

in Quevit, Michel (Ed.) La Wallonie au Futur, le Défi de l’Education : Actes du congrès (1991)

En octobre 1987, à Charleroi, le congrès "La Wallonie au Futur" a réuni, sous les auspices de l'Institut Jules Destrée, quelque quatre cents personnalités dans 14 ateliers pluridisciplinaires autour du ... [more ▼]

En octobre 1987, à Charleroi, le congrès "La Wallonie au Futur" a réuni, sous les auspices de l'Institut Jules Destrée, quelque quatre cents personnalités dans 14 ateliers pluridisciplinaires autour du thème "Vers un nouveau paradigme". Leur volonté de définir un projet novateur pour la Wallonie a induit la notion d'Education, fondamentale car moteur d'une société en mutation et envisagée au sens de capacité de comprendre et d'agir, comme vecteur d'une réflexion qui se voulait concrète sur le devenir de la Wallonie. Cette démarche, menée à partir de 10 réseaux issus du premier congrès - donc tout autant interdisciplinaires - a abouti à la seconde édition de "La Wallonie au Futur", un congrès d'action qui a présenté à Namur, début octobre 1991, les conclusions de ses travaux sur le thème "Le Défi de l'Education". Conclusion de l'article : La Wallonie est de longue tradition, pays d'éducation. Cela lui a valu la place de choix qu'elle occupe tant dans le domaine de l'économie que dans celui de la culture. Nous traversons actuellement une période difficile. La restructuration politique de notre pays a absorbé beaucoup d'énergie et le long processus qui y a conduit n'a pas permis de prendre à temps, en particulier pour l'éducation. Des décisions scientifiques et administratives urgentes. Le retard pris ainsi est alarmant et, s'il s'accentuait encore. Il pourrait entraîner des décrochages et des pertes d'une gravité extrême. La chance veut que les connaissances nécessaires à l'élévation généralisée de la qualité de l'éducation et de sa productivité arrivent à maturité. On dispose ainsi d'éléments solides pour fonder les décisions et mettre en œuvre une politique éducative qui nous permette d'entrer avec assurance dans le XXIème siècle. Toute décision en matière d'éducation est indissociable de jugements de valeur et des réalités économiques et sociales. Ne fût-ce que par réalisme, les options humanistes et démocratiques s'Imposent, car seuls ces deux Idéaux sont garants de progrès et donnent l'espoir d'éviter des mouvements sociaux qui pourraient se solder par un désastre. En revanche, si la raison et la justice triomphent. la civilisation nouvelle qui émerge pourrait dépasser en qualité et en noblesse tout ce que l'humanité a connu jusqu'à présent. [less ▲]

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See detailL'éducation des jeunes enfants au seuil de l'ère technologique
de Landsheere, Gilbert ULg

in Communication et Langages (1991), (89), 31-36

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See detailOrganiser la formation continue des enseignants
de Landsheere, Gilbert ULg

in Education-Formation (1990)

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See detailRacines culturelles et construction expérimentale de curriculums communs à plusieurs pays ou régions
de Landsheere, Gilbert ULg

in Ardoino, Jacques; Mialaret, Gaston (Eds.) Les nouvelles formes de la recherche en éducation au regard d'une Europe en devenir : actes du colloque [de] l'AFIRSE, Association francophone internationale de recherche scientifique en éducation, Alençon, 24-26 mai 1990 (1990)

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See detailDiagnostic assessment procedures
de Landsheere, Gilbert ULg

in Walberg, Herbert J.; Haertel, Geneva D. (Eds.) The international encyclopedia of educational evaluation (1990)

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See detailMosaïque
de Landsheere, Gilbert ULg

in Perspectives Documentaires en Sciences de l'Education (1989), 16

I started very early to be fond of reading : when I was 9 years old. I was a regular visitor of my community library. At the age of twenty I had an extesive knowledge of French English Itahan Russian and ... [more ▼]

I started very early to be fond of reading : when I was 9 years old. I was a regular visitor of my community library. At the age of twenty I had an extesive knowledge of French English Itahan Russian and Nordic literature (novels). In the same time as a student in a teacher training school I had to read (without displeasure) books about psychology, education and I discovered -on my own initiative – Freud who was never mentioned by my teachers, and Kant's philosophy. Then I specialized in the teaching of German language which led me to appreciate not only Goethe Rilke etc. bui also Enghsh poets, specially Shakespeare. I entered educational research in 1956 and at hrst I focused on gennan, especially Prussian, educational movement which I thought to be the roots of modem educational systems. I started to teach experimental pedagogy at university after a stay in the USA and my first american mentor was T. Brameld a philosopher carrying on the work od Dewey followed by R.M. Travers whose books revealed to me that american experimental education had taken the Iead over the european one. Among my French relevant readings I will quote the "Traité des sciences pédagogiques" (Debesse, Mialaret), "L'homme neuronal" (Changeux), "L'éducation demain" (Schwartz) and a numberof philosophical and socioiogical readings. In the category of "reading for pleasure" I can differentiate fondamenta! books thai affected my whole life and those depending on fashion, mood, intellectual environnement. In the category of "reading for learning" unexpectedly progression is not much more methodical: as Piaget sa id our experience builds up like a patchwork, with many digressions. [less ▲]

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See detailSociété de l’information et éducation : synthèse des rapports nationaux : conférence permanente des ministres européens de l’éducation, seizième session, Istanbul, 11-12 octobre 1989 : rapport
de Landsheere, Gilbert ULg

Report (1989)

Enjoying the same social status and prestige as ail those who eminently serve society, today's or tomorrow's teacher must be a professional, whose edu­ cational program and level should be more and more ... [more ▼]

Enjoying the same social status and prestige as ail those who eminently serve society, today's or tomorrow's teacher must be a professional, whose edu­ cational program and level should be more and more comparable with the physician's education, The teaching profession must unify: we would not dream of less education or less pay for pediatricians than for doctors who look after adults. The teaching profession has and will keep having its "generalists" and its "specialists." Most "gen­ eralists" will probably be entrusted the education of younger pupils; with time, their role may appear so crucial for the future of humanity and society that they may become the most distinguished members of the profession. [less ▲]

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See detailDes indicateurs pour l'évaluation quantitative et qualitative des universités
de Landsheere, Gilbert ULg

in Cahiers de la Fondation Universitaire. Université et Société (1989), (3), 7-20

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See detailStoria della pedagogia sperimentale : cento anni di ricerca educativa nel mondo
de Landsheere, Gilbert ULg

Book published by Armando Editore (1988)

Non è facile conciliare la vastità enciclopedica dell'informazione con il rigore espositivo del saggio. A tanto mostra peraltro di saper giungere G. de Landsheere in questo libre, che ricostruisce cento ... [more ▼]

Non è facile conciliare la vastità enciclopedica dell'informazione con il rigore espositivo del saggio. A tanto mostra peraltro di saper giungere G. de Landsheere in questo libre, che ricostruisce cento anni di sperirnentazione pedagogica a tutto campo, associando il criteria storico con quelle sistematico. Lo studioso belga offre cosi allettore un bilancio completa suJle controversie e sulle conquiste di un secolo di indagini in campo educativo, risalendo agli esordi della psicologia scientifica (Fechner, Wundt, Galton) e ai primi tenta ti vi della pedagogia, ne! Elima tardo-positivistico di fine Ottocento, di elevarsi allo status di scienza esatta (W. Laye E. Meumann, S. Hall, A. Binet, E. Claparède). Agli inizi del nostro secolo, in base all'assioma che «tutte ciO che esiste, esiste in una quantità determinata e puè essere misurato», E. Thorndike ha difeso un metodo scientifico «dura» nella ricerca pedagogica, contribuendo ad avviare la lunga querelle tra fautori dell'approccio quantitativo e dell'approccio qualitativo. Oggi tale dibattito tende a quelle soluzioni di sintesi, additate dall'autore, che garantiscano il rigore di generalizzazioni fonda te su dati empirici, senza rinunciare all'analisi fine delle differenze locali e individuali in agni ambito di rice:rca e di valutazione: dalla riforma di sistemi educativi, alla costruzione di curricoli e di test, all'ottimizzazione di rnetodi didattici, all'affinamento di tecniche docimologiche. Ogni spunto tematico si presenta qui allettore in una luce nuova e, cornunque, più precisa, in quanta occupa il pasto che esattarnente gli spetta nella concatenazione sincronica e diacronica delle acquisizioni pedagogiche. Per questo illibro giustamente si propane, corne strurnento prezioso, ai responsabili di politiche scolastiche, ai ricercatori pedagogici, agli educatori rnilitanti. GILBERT de LANDSHEERE, da 25 anni direttore del Laboratoire de Pédagogie expérimentale dell'Università di Liegi, è consulente ed esperto delle principali organizzazioni internazionali. Tra le sue nurnerose pubblicazioni, La formazione degli insegnantï domani, 1978, in queste stesse edizioni. [less ▲]

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Peer Reviewed
See detailNouvelles technologies de l'information (N.T.I.) et didactique : impasse ou espoir ?
de Landsheere, Gilbert ULg

in European Journal of Psychology of Education [=EJPE] (1988), 3(1), 217-219

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See detailProcessus d'apprentissage et d'enseignement de l'informatique. Quelques questions
de Landsheere, Gilbert ULg

in Arsac, Jacques; Neuvilles, Yves; de Landsheere, Gilbert (Eds.) Actes du colloque francophone sur la didactique de l’informatique (1988)

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See detailLa lecture
de Landsheere, Gilbert ULg

in Centre pour la Recherche et l'Innovation dans l'Enseignement (Ed.) Technologies de l'information et apprentissages de base : lecture, écriture, sciences et mathématiques (1988)

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See detailLa situazione attuale e le direzzioni di sviluppo della recerca sull'istruzione
de Landsheere, Gilbert ULg

in Ravaglioli, Fabrizio (Ed.) Pedagogia contemporanea (1987)

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See detailLa recherche en éducation dans le monde
de Landsheere, Gilbert ULg

Book published by Presses Universitaires de France (PUF) (1986)

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See detailFunktionsanalyse und Unterrichtsevaluation
de Landsheere, Gilbert ULg

in Petillon, Hanns; Wagner, Jürgen W.L.; Wolf, Bernhard (Eds.) Schülergerechte Diagnose : theoretische und empirische Beiträge zur pädagogischen Diagnostik : Festschrift zum 60. Geburtstag von Karlheinz Ingenkamp (1986)

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See detailHistory of educational research
de Landsheere, Gilbert ULg

in Husen, Torsten; Postlethwaite, T. Neville (Eds.) International Encyclopedia of Education. Vol. 3 (1985)

Like medicine, education is an art. That is why advances in research do not produce a science of education, in the positivist meaning of the term, but yield increasingly powerful scientific foundations ... [more ▼]

Like medicine, education is an art. That is why advances in research do not produce a science of education, in the positivist meaning of the term, but yield increasingly powerful scientific foundations for practice and decision making. In this perspective, it can be said thal from 1900 to 1980, educational research bas gathered a surprisingly large body of knowledge containing valuable observations and conclusions. [less ▲]

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