References of "Lafontaine, Dominique"
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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 detailA petits pas dans la bonne direction
Lafontaine, Dominique ULg

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

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See detailL'évaluation des compétences en salle de classe : régulations entre politiques et pratiques
Laveault, Dany; Dionne, Eric; Lafontaine, Dominique ULg et al

in Dierendonck, Christophe; Loarer, Even; Rey, Bernard (Eds.) L'évaluation des compétences en milieu scolaire et en milieu professionnel (2014)

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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 detailL'école de la réussite : élargir l'angle de vue, croiser les perspectives
Lafontaine, Dominique ULg

Conference given outside the academic context (2013)

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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 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 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 detailTravaux de vacances pour nos enfants
Lafontaine, Dominique ULg

Article for general public (2012)

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See detailDaniel Pennac, Chagrin d'école
Lafontaine, Dominique ULg

Article for general public (2012)

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See detailMargaret Drabble, La sorcière d'Exmoor
Lafontaine, Dominique ULg

Article for general public (2012)

Detailed reference viewed: 16 (0 ULg)
See detailRussell Banks, Lointain souvenir de la peau
Lafontaine, Dominique ULg

Article for general public (2012)

Detailed reference viewed: 17 (0 ULg)