References of "Baye, Ariane"
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See detailLe redoublement en Fédération Wallonie-Bruxelles
Baye, Ariane ULg; Chenu, Florent ULg; Crahay, Marcel ULg et al

Learning material (2014)

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See detailLes langues s'apprennent aussi en dehors de la classe
Blondin, Christiane ULg; Goffin, Christelle ULg; Baye, Ariane ULg

Learning material (2014)

Written for the teachers, this short note shows information about students' extra class activities and their competences in foreign language.

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See detailLes élèves apprennent mieux les langues quand ils y croient!
Blondin, Christiane ULg; Goffin, Christelle ULg; Baye, Ariane ULg

Learning material (2014)

Written for the teachers, the short paper shows a few results of ESLC about students' attitudes toward the languages and their competences

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See detailExistem escolas justas e eficazes? Esboço de resposta baseado no Pisa 2009
Crahay, Marcel ULg; Baye, Ariane ULg

in Cadernos de Pesquisas (2013), 43(150), 858-883

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See detailExiste-t-il des écoles justes et efficaces ? Une esquisse de réponse à partir de l'enquête PISA 2009
Crahay, Marcel ULg; Baye, Ariane ULg

in Cadernos de Pesquisas (2013), 43(150), 857-881

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See detailLa culture mathématique à 15 ans. Premiers résultats de PISA 2012 en Fédération Wallonie-Bruxelles
Demonty, Isabelle ULg; Blondin, Christiane ULg; Matoul, Anne ULg et al

in Les Cahiers des sciences de l'éducation (2013), 34

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See detailCross-cultural differences in teaching strategies, opportunities-to-learn and achievement in reading
Lafontaine, Dominique ULg; Monseur, Christian ULg; Baye, Ariane ULg et al

Conference (2013, August 31)

Using the PISA 2009 data from 43 education systems, the present study aimed at exploring to what extent is reading achievement of 15 year-olds explained by variations in reading curriculum. Factorial ... [more ▼]

Using the PISA 2009 data from 43 education systems, the present study aimed at exploring to what extent is reading achievement of 15 year-olds explained by variations in reading curriculum. Factorial analyses have been performed on the “reading for school” (RFS) variables. Four factors were extracted; configural, metric and scalar invariance were checked for, showing that configural and metric invariance were met, whereas scalar invariance was not. Correlations in each country were then computed between the 4 RFS factors and reading achievement score. Finally, Multi-level analyses were used to estimate the school and student level variance in reading achievement explained in each country by the 4 RFS factors and the students’ socioeconomic and cultural background. Two of the factors (interpretation of literary texts and use of non-continuous texts) were positively related to reading achievement and one (use of functional texts) was negatively related to reading in most of the countries. Interestingly, the factor Traditional literature course was negatively linked with achievement in many countries, but positively related to reading in a number of Asian countries. The multilevel analyses showed that more than half of the between-school variance on average could be explained by the RFS factors (uniquely or jointly with background variables). The between-school variance explained by the RFS factors was larger in tracked educational systems, suggesting that curricular variations in the language courses linked to tracking might have an impact on reading even if reading is not usually taught as a specific subject to 15-year-olds students. [less ▲]

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See detailForces et faiblesses du système éducatif en Fédération Wallonie-Bruxelles
Baye, Ariane ULg

Scientific conference (2013, July 03)

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See detailJustice sociale et structures éducatives
Baye, Ariane ULg

Scientific conference (2013, July 03)

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See detailLes compétences en anglais et en allemand d'élèves de l'enseignement secondaire: Participation de la Fédération Wallonie-Bruxelles à la première Etude européenne des compétences en langues
Blondin, Christiane ULg; Goffin, Christelle ULg; Baye, Ariane ULg

Report (2013)

The report summarizes and re-analyses the main results of the first European Survey of Language Competences from de point of view of the French Community of Belgium

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See detailLes jeunes et les sciences en Fédération Wallonie-Bruxelles. Données de PISA 2006.
Baye, Ariane ULg

Scientific conference (2013, January 31)

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See detailLe rôle de la perception de soi comme lecteur dans le développement de la compétence en lecture
Schillings, Patricia ULg; Dupont, Virginie; Baye, Ariane ULg

in Mesure et Evaluation en Education [=MEE] (2013), 36(2), 111-142

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See detailQuelle école pour tous ?
Crahay, Marcel ULg; Baye, Ariane ULg; Fagnant, Annick ULg et al

E-print/Working paper (2013)

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See detailHow does engagement in reading predict digital reading proficiency among 15 year-olds?
Lafontaine, Dominique ULg; Monseur, Christian ULg; Baye, Ariane ULg

Conference (2012, September)

In PISA 2009, 19 countries took part to an optional assessment of digital reading. In each country, a subsample of 15 year-olds was administered not only the paper and pencil PISA test, but also different ... [more ▼]

In PISA 2009, 19 countries took part to an optional assessment of digital reading. In each country, a subsample of 15 year-olds was administered not only the paper and pencil PISA test, but also different reading tasks online. The aim of our study is to investigate the relationships between engagement in reading, especially online reading practices, and digital reading proficiency of 15 year-olds in the 11 European countries which took part to this option (11 out of 19). [less ▲]

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