References of "Monseur, Christian"
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See detailTeaching Practices in Science: a Survey of Primary Teachers in the French Speaking Community of Belgium
Quittre, Valérie ULg; Meyer, Coralie; Monseur, Christian ULg

Conference (2014, September 04)

Since PISA 2000, the performance of 15 year-old students from French speaking Community of Belgium (FWB) in science is largely below the OECD average (OECD, 2002, 2004, 2007, 2010 and 2013). This low ... [more ▼]

Since PISA 2000, the performance of 15 year-old students from French speaking Community of Belgium (FWB) in science is largely below the OECD average (OECD, 2002, 2004, 2007, 2010 and 2013). This low level of performance is not really unexpected as it was already observed at grade 7 and grade 8 in TIMSS 1995 (Harmon, Smith & Martin, 1997). In mathematics and in reading, the average performance of the 15 year-olds do not significantly differ from the OECD mean. Can these differences in performance in comparison with the OECD means be partly attributed to the emphasis and importance of the respective intended and implemented curricula? Does the relative importance of science teaching differ between primary and secondary education? In this investigation, we make the assumptions that the problem already exists in primary education and persists in secondary education. Therefore, we will focus on primary education. Data will be mainly collected on opportunities to learn (OTL) for science education and on professional knowledge and teaching practices More precisely, these study intents to question teachers at grade 3 and grade 4 about their beliefs and practices in science. Do the primary teachers feel confident and comfortable with science knowledge and science teaching? What’s the effective learning time of our pupils in science? Can we identify patterns of teachers that current international research has shown to have a significant role in science education of pupils? [less ▲]

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See detailModélisation de l'attitude des médecins généralistes envers la prévention
Vanmeerbeek, Marc ULg; Giet, Didier ULg; Quittre, Valérie ULg et al

Conference (2014, April 05)

Objectifs En Belgique, la mise en œuvre des procédures préventives reste insuffisante et inéquitable dans plusieurs domaines. Les médecins généralistes (MG) sont-ils désireux de participer à ... [more ▼]

Objectifs En Belgique, la mise en œuvre des procédures préventives reste insuffisante et inéquitable dans plusieurs domaines. Les médecins généralistes (MG) sont-ils désireux de participer à l’amélioration de cette situation ? Méthode Un questionnaire postal a été envoyé à un échantillon aléatoire de 2.500 généralistes, répartis entre Flandre, Wallonie et Bruxelles. L’opinion des MG a été évaluée au moyen d’une échelle d’attitude. Cinq axes définis par une enquête qualitative préalable ont été explorés : vision globale de la santé, stratégies de prévention collectives, évaluation de pratique, collaboration interprofessionnelle et santé publique. Un consensus d’experts a défini les « meilleures » réponses aux échelles de Likert. Les résultats ont été soumis à une analyse factorielle exploratoire, puis à une analyse « Item Response Theory (IRT) » adaptée au traitement de réponses catégorielles (d’accord – pas d’accord). Résultats Les 457 réponses reçues ont été analysées pour modéliser l’attitude des MG ; trois dimensions ont été isolées : • Evaluation : positionne les MG selon leur souci à pratiquer une technique d’évaluation, à travailler par objectifs ou gérer leur base de données cliniques. • Responsabilité : attitude des MG qui se sentent responsables de la santé de leurs patients, ou qui organisent les conditions matérielles et relationnelles pouvant contribuer à son maintien. • Compétences professionnelles particulières : positionne les MG selon leur utilisation de plusieurs compétences « mineures » : acquisition et mise en pratique de l’information scientifique, délimitation des compétences entre praticiens et autorités de santé publique, délégation de tâches à des paramédicaux. Conclusion Une diffusion plus large et équitable des actes préventifs passe par la prise en compte de facteurs personnels et organisationnels propres aux MG. Leur distribution parmi les MG est probablement hétérogène, et leur degré d’acceptabilité variable. Une étude plus approfondie de la population des MG belges serait nécessaire. [less ▲]

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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 detailPatterns in national policies for support of low achievers in reading across Europe
Motiejunaite, Akvile; Noorani, Sogol; Monseur, Christian ULg

in British Educational Research Journal (2014)

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See detailQuels facteurs sociodémographiques influencent l'attitude des médecins généralistes envers la prévention ?
Vanmeerbeek, Marc ULg; Donneau, Anne-Françoise ULg; Monseur, Christian ULg

in Revue Médicale de Bruxelles (2014), 35(3 (Suppl)), 6

Objectifs En Belgique, les mesures de prévention médicalisées restent inéquitablement distribuées dans plusieurs domaines (vaccins, dépistages, conseil cardio-vasculaire, etc.). Une recherche antérieure ... [more ▼]

Objectifs En Belgique, les mesures de prévention médicalisées restent inéquitablement distribuées dans plusieurs domaines (vaccins, dépistages, conseil cardio-vasculaire, etc.). Une recherche antérieure au moyen d’une échelle d’attitude a mis en évidence trois facteurs pouvant modeler l’attitude des médecins généralistes (MG) envers la prévention : 1. Evaluation de pratique. 2. Sentiment de responsabilité envers la santé des patients. 3. Compétences professionnelles particulières (CPP) : références scientifiques, positionnement dans le système de soins, délégation de tâches à des paramédicaux. Cette étude a cherché à établir des profils de MG par rapport à la prévention, en croisant les scores sur ces trois facteurs et les variables sociodémographiques. Méthode Les réponses des 457 MG répondants à l’échelle d’attitude ont été soumis à des analyses multivariées, en prenant comme variables dépendantes les scores obtenus sur les trois facteurs, et comme variables indépendantes l’ancienneté, le sexe, la langue, le lieu de pratique, le travail dans un centre de prévention (ONE, planning, PSE), le type de pratique (solo ou divers types d’association). Résultats Le type de pratique est le seul déterminant qui influence les 3 facteurs, avec un gradient des pratiques solo vers les maisons médicales, en passant par les associations mono- puis pluridisciplinaires. Les MG ayant moins de 20 ans de pratique ont de meilleurs scores en évaluation et CPP. Les hommes ont de meilleurs scores en évaluation, et les pratiques urbaines se distinguent en CPP. La langue influence tantôt dans un sens tantôt dans l’autre. Il n’y a pas d’influence du fait de travailler dans un centre de prévention. Conclusion Une diffusion plus large et équitable des actes préventifs passe par la prise en compte de facteurs personnels et organisationnels propres aux MG. Les associations pluridisciplinaires semblent mieux préparées pour atteindre cet objectif. [less ▲]

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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 detailThe contribution of Multidimensional IRT for modeling applicants performance on a SJT.
Lothe, Benoit ULg; Monseur, Christian ULg; Hansez, Isabelle ULg

Poster (2013, May)

Situational judgment tests (SJTs) are testing methods often used in Personnel Selection to appraise different constructs (Whetzel & McDaniel, 2009). In the framework of an overall career progression ... [more ▼]

Situational judgment tests (SJTs) are testing methods often used in Personnel Selection to appraise different constructs (Whetzel & McDaniel, 2009). In the framework of an overall career progression program in a Public Administration, SJTs were developed to assess several competencies relevant to both task (e.g. planning, managing, etc.) and contextual performance (e.g. helping behaviour, organizational loyalty, etc.). Each competency is a combination of KSAOs needed to perform efficiently in a specific context (Campion & al., 2012; Le Boterf 2008). Given the lack of internal consistency of SJT and the dichotomous nature of the data, we decide to use Multidimensional Item Response Theory (MIRT) model to examine the issue of construct validity. Based on Hartig & Höhler (2009), we use MIRT compensatory model to estimate the latent covariance structures of the SJT. Different model are tested and compared depending on the number of dimension involved, the nature of the items and latent variables relation (between or within-item multidimensionality) and the number of model parameter (one or two parameter model). The results and findings lead us to discuss some implications (gaining accuracy, modeling performance in complex task, etc.) and limitations (dealing with complex loading structure, etc.) of using IRT, over and above classical test theory, in the specific case of SJTs applicants performance. The originality of this communication also lies in the way we addressed SJTs reliability and construct validity issues with a measurement based model that differs from the one usually used in the field. [less ▲]

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See detailThe Use of ICT in Education: a survey of schools in Europe
Wastiau, Patricia; Blamire, Roger; Kearney, Caroline et al

in European Journal of Education (2013), 48(1),

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See detailAn overview of statistical methods to assess differential item functioning and differential test functioning
Magis, David ULg; Monseur, Christian ULg

Scientific conference (2013, February 12)

This talk broadly focuses on the identification of differential item functioning (DIF) and differential test functioning (DTF). After a short introduction of the key concepts, most-known methods to detect ... [more ▼]

This talk broadly focuses on the identification of differential item functioning (DIF) and differential test functioning (DTF). After a short introduction of the key concepts, most-known methods to detect DIF and DTF with dichotomously or polytomously scored items, and between two or more than two groups, are presented. Both parametric (i.e. IRT) and nonparametric (i.e. score-based) methods are described in a non-technical way. Several potential applications to PISA surveys are discussed. [less ▲]

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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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See detailL'impact de la motivation et des émotions sur les aspirations professionnelles des jeunes de 15 ans
Dupont, Virginie ULg; Monseur, Christian ULg; Lafontaine, Dominique ULg et al

in Revue Française de Pédagogie (2012), (181), 55-70

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See detailDes parcours scolaires émaillés de discriminations
Lafontaine, Dominique ULg; Felouzis, Georges; Crahay, Marcel ULg et al

in Crahay, Marcel (Ed.) Pour une école juste et efficace (2012)

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See detailStructure des systèmes éducatifs et équité : un éclairage international
Monseur, Christian ULg; Lafontaine, Dominique ULg

in Crahay, Marcel (Ed.) Pour une école juste et efficace (2012)

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