References of "Lafontaine, Dominique"
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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 (in press), 38(3),

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See detailGirls and Math Careers Expectations: Influence of Teacher Support and Motivational Variables
Jaegers, Doriane ULg; Lafontaine, Dominique ULg

Poster (2016, July)

Drawing on the expectancy-value theory, the three basic dimensions of instructional quality and the self-determination theory, this study examines the relation between teacher support, motivational ... [more ▼]

Drawing on the expectancy-value theory, the three basic dimensions of instructional quality and the self-determination theory, this study examines the relation between teacher support, motivational variables, course enrollment and career expectations in the domain of math. Gender differences are also investigated. Teacher support is seen as the fulfilment of the need of relatedness which is defined by the affective and academic quality of the teacher-student relationship. [less ▲]

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See detailPisa expliqué à tous : que faire pour améliorer notre enseignement en FWB?
Lafontaine, Dominique ULg

Scientific conference (2016, April 18)

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See detailPISA expliqué à tous : que faire pour améliorer notre enseignement en Belgique francophone ?
Lafontaine, Dominique ULg

Conference given outside the academic context (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 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 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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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 detailIl faut agir sur les structures et les pratiques
Lafontaine, Dominique ULg

in Wallonie : Revue du Conseil Economique et Social de la Région Wallonne (2014), (124), 16-19

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

Report (2014)

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See detailDe 2000 à 2012 : Les élèves de 15 ans ont progressé en lecture
Lafontaine, Dominique ULg; Baye, Ariane ULg

in Caractères (2014), 47/48/49

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See detailA petits pas dans la bonne direction
Lafontaine, Dominique ULg

in TRACeS de ChanGements (2014), 215(mars & avril), 4-5

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