References of "Baye, Ariane"
     in
Bookmark and Share    
See detailLe redoublement en Fédération Wallonie-Bruxelles
Baye, Ariane ULg

Conference given outside the academic context (2016)

Detailed reference viewed: 6 (0 ULg)
Full Text
See detailLiteracy in Lithuania. Country Report - Children and Adolescents
Garbe, Christine; Lafontaine, Annette; Masiulienė, Laura et al

Report (2016)

Detailed reference viewed: 17 (0 ULg)
Full Text
See detailLiteracy in Czech Republic. Country Report - Children and Adolescents
Garbe, Christine; Lafontaine, Annette; Laufkova, Veronika et al

Report (2016)

Detailed reference viewed: 14 (0 ULg)
Full Text
See detailLiteracy in Belgium (French Community). Country Report - Children and Adolescents
Garbe, Christine; Lafontaine, Annette; Lafontaine, Dominique ULg et al

Report (2016)

Detailed reference viewed: 11 (0 ULg)
Full Text
See detailLa pauvreté infantile et juvénile en Fédération Wallonie-Bruxelles
Guio, Anne-Catherine; Baye, Ariane ULg

Report (2016)

Detailed reference viewed: 37 (3 ULg)
Full Text
Peer Reviewed
See detailGender differences in variability and extreme scores in an international context
Baye, Ariane ULg; Monseur, Christian ULg

in Large-scale Assessments in Education (2016), 4(1),

This study examines gender differences in the variability of student performance in reading, mathematics and science. Twelve databases from IEA and PISA were used to analyze gender differences within an ... [more ▼]

This study examines gender differences in the variability of student performance in reading, mathematics and science. Twelve databases from IEA and PISA were used to analyze gender differences within an international perspective from 1995 to 2015. Effect sizes and variance ratios were computed. The main results are as follows. (1) Gender differences vary by content area, students’ educational levels, and students’ proficiency levels. The gender differences at the extreme tails of the distribution are often more substantial than the gender differences at the mean. (2) Exploring the extreme tails of the distributions shows that the situation of the weakest males in reading is a real matter of concern. In mathematics and science, males are more frequently among the highest performing students. (3) The “greater male variability hypothesis” is confirmed. [less ▲]

Detailed reference viewed: 20 (5 ULg)
Full Text
See detailPacte pour un enseignement d'excellence: état des lieux
Demeuse, Marc; Friant, Nathanaël; Maystadt, Philippe et al

Report (2015)

Detailed reference viewed: 33 (1 ULg)
See detailQu'est-ce que l'esprit critique et comment le développer ?
Baye, Ariane ULg

in Pochet, Bernard; Blondeel, Sébastien; Collette, Caroline (Eds.) et al Actes du colloque Former aux compétences informationnelles à l'heure du web 2.0 (2015, May 18)

Detailed reference viewed: 18 (1 ULg)
See detailComment lutter contre l’échec scolaire ?
Baye, Ariane ULg

Conference given outside the academic context (2015)

Detailed reference viewed: 11 (4 ULg)
See detailComment améliorer la qualité de l’enseignement en FWB ? L’apport des enquêtes internationales
Baye, Ariane ULg

Conference given outside the academic context (2015)

Detailed reference viewed: 5 (0 ULg)
See detailLes indicateurs de l'enseignement 2014
Albarello; Baye, Ariane ULg; Charlier, Yana et al

Report (2015)

Detailed reference viewed: 6 (0 ULg)
Full Text
Peer Reviewed
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 ▲]

Detailed reference viewed: 44 (9 ULg)
See detailEquité et échec scolaire. Quel éclairage apporte la recherche en sciences de l’éducation ?
Baye, Ariane ULg

Conference given outside the academic context (2014)

Detailed reference viewed: 14 (0 ULg)
See detailAnalyse du système éducatif de la Fédération Wallonie-Bruxelles à partir des enquêtes internationales
Baye, Ariane ULg

Conference given outside the academic context (2014)

Detailed reference viewed: 9 (0 ULg)
Full Text
Peer Reviewed
See detailComparer les systèmes éducatifs francophones à travers le monde grâce au PISA: pas si simple!
Baye, Ariane ULg; Demeuse, Marc; Friant, Nathanaël

in Education et Francophonie (2014), XLII(3), 102-122

The Program for International Student Assessment (PISA) compares the results of 15-year-old students from a growing number of countries, mainly industrialized. This recurring evaluation of student ... [more ▼]

The Program for International Student Assessment (PISA) compares the results of 15-year-old students from a growing number of countries, mainly industrialized. This recurring evaluation of student achievement has been the subject of numerous publications. However, if Francophone countries participate with more or less favourable results, there is still very little literature comparing countries that share the French language. There are several reasons for this. The first problem lies in the definition of what is meant by “Francophone countries”. Although several countries participating in PISA belong to the political Francophonie, few of them have effectively administered tests in French and use it as the language of instruction. The countries of Sub- Saharan Africa, in contrast, do not participate in PISA. It is therefore impossible to make comparisons among all the countries where French is actually the, or one of the, languages of instruction. It is also necessary to identify the performance of schools where French is actually practiced in the countries using several languages of instruction and compare similar situations outside of this variable. From this perspective, international publications do not always provide information, which must then be sought in national reports. The situation of students educated in French but not using the language at home, further complicating comparisons, should probably also be taken into account. [less ▲]

Detailed reference viewed: 35 (6 ULg)
Full Text
See detailLes conséquences de la pauvreté sur les parcours scolaires des jeunes francophones
Baye, Ariane ULg

in L'observatoire (2014), 80

Detailed reference viewed: 17 (2 ULg)