References of "Chenu, Florent"
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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 detailEarly retention in kindergarten: risk factors and school career in French-speaking Belgium primary education
Lafontaine, Dominique ULg; Chenu, Florent ULg; Dupont, Virginie ULg

Conference (2013, August 31)

In French-speaking Belgium, about 4% of the children are retained in kindergarten. What are the pupils’ characteristics and the school context variables predictive of the retention in kindergarten? What ... [more ▼]

In French-speaking Belgium, about 4% of the children are retained in kindergarten. What are the pupils’ characteristics and the school context variables predictive of the retention in kindergarten? What are the pathways in primary education of “retained” pupils compared to their peers who started 1st grade “on time”? How can this early retention be explained? A broad database with entire cohorts has been used for studying the risk factors and the pupils’ school careers in primary education. Moreover, teachers’ beliefs about retention, learning and teaching have been investigated through a questionnaire administered to a representative sample of preschool and 1st grade teachers. The multilevel regression analyses show that the following variables are significantly predictive of retention in kindergarten: month of birth, gender, socioeconomic status, country of birth and at the school level, mean school social intake. Investigation about teachers’ belief shows that the vast majority of teachers are convinced that retention in kindergarten is beneficial for later achievement and not detrimental at a psychological level. Preschool and 1st grade teachers share some mutual expectations about the level of prerequisites for entering 1st grade. Even if they are no formal instructions or benchmarks, kids who are not “ready” should not enter 1st grade, but rather stay one more year in kindergarten. Those results can be related to the “culture” of the education system in Belgium, a non-comprehensive one: pupils with learning difficulties are kept apart from their age group or peers through grade retention, early tracking and special education. [less ▲]

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See detailEarly retention in kindergarten: risk factors and pathways in primary education
Lafontaine, Dominique ULg; Chenu, Florent ULg; Dupont, Virginie

Conference (2013, August 31)

In French-speaking Belgium, about 4% of the children are retained in kindergarten. What are the pupils’ characteristics and the school context variables predictive of the retention in kindergarten? What ... [more ▼]

In French-speaking Belgium, about 4% of the children are retained in kindergarten. What are the pupils’ characteristics and the school context variables predictive of the retention in kindergarten? What are the pathways in primary education of “retained” pupils compared to their peers who started 1st grade “on time”? How can this early retention be explained? A broad database with entire cohorts has been used for studying the risk factors and the pupils’ school careers in primary education. Moreover, teachers’ beliefs about retention, learning and teaching have been investigated through a questionnaire administered to a representative sample of preschool and 1st grade teachers. The multilevel regression analyses show that the following variables are significantly predictive of retention in kindergarten: month of birth, gender, socioeconomic status, country of birth and at the school level, mean school social intake. Investigation about teachers’ belief shows that the vast majority of teachers are convinced that retention in kindergarten is beneficial for later achievement and not detrimental at a psychological level. Preschool and 1st grade teachers share some mutual expectations about the level of prerequisites for entering 1st grade. Even if they are no formal instructions or benchmarks, kids who are not “ready” should not enter 1st grade, but rather stay one more year in kindergarten. Those results can be related to the “culture” of the education system in Belgium, a non-comprehensive one: pupils with learning difficulties are kept apart from their age group or peers through grade retention, early tracking and special education. [less ▲]

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See detailLes compétences existent-elles ?
Chenu, Florent ULg; Crahay, Marcel ULg

in Administration et Education (2012), 134

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See detailQue peut apporter la didactique professionnelle à l’évaluation des compétences ?
Chenu, Florent ULg

in L’évaluation des compétences en milieu scolaire et professionnel (2012)

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See detailCompétenes et transférabilité au sein d'une famille de situations
Chenu, Florent ULg

Scientific conference (2011)

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See detailIntérêt, difficultés et limites de la prise en compte des conceptualisations dans l’évaluation des compétences professionnelles.
Chenu, Florent ULg

in Congrès d'Actualité de la Recherche en Education et Formation. Symposium Approche par compétences en éduction et formation : quelles contraintes et incidences sur l’activité de l’évaluateur ? Université de Genève, Suisse, Septembre 2010. (2011)

Detailed reference viewed: 27 (4 ULg)