Self-Concept Research: The Gap Between Social Theory and Educational Practice
Mots-clés :
educational policy, educational practice, school reform, student achievementRésumé
Cette recherche porte sur une question dont on se préoccupe depuis quelque temps, à savoir : le concept de soi chez l'élève comme illustration des difficultés de lier la recherche en sciences sociales aux politiques et pratiques d'éducation. On fait d'abord une revue des premières recherches portant sur le concept de soi et de leur influence dans le domaine de l'éducation. Un examen plus critique de cette même tradition de recherche et de son évolution récente révèle un sérieux hiatus quant à la compréhension entre la science et la pédagogie. Des observations effectuées en milieu scolaire semblent indiquer que ces incompréhensions ont donné lieu à certains échecs au plan des réformes pratiques. Enfin on met en opposition l'univers de l'enseignant et celui de l'homme de science et l'on explore les possibilités d'une meilleure compréhension entre eux.
Références
Anderson, J., & Miner, P. Focus on self-development (Stage 2), Materials kit, Willowdale: Science Research Associates.
Borislow, B. Self-evaluation and academic achievement. Journal of Counseling Psychology, 1962, 9, 17-26.
Brookover, W. B., Paterson, A., & Thomas, S. Self-concept of ability and school achievement. Report of Project No. 845. East Lansing: College of Education, Michigan State University, 1962.
Brookover, W. B., Erickson, E. L., & Joiner, L. M. Relationship of self-concept to achievement in high school. Third Report, Project No. 2831, East Lansing: Human Learning Research Institute, Michigan State University, 1967.
Brookover, W. B., & Erickson, E. L. Society, schools and learning. Boston: Allyn and Bacon Inc., 1969.
Brookover, W. B., & Erickson, E. L. Sociology of Education. Chicago, Illinois: Dorsey Press, 1975.
Bulcock, J. W. Policy manipulatable intervening variables versus background factors in models of educational aspiration. Draft paper presented at the Annual Meeting of the Canadian Society for the Study of Education, Edmonton, Alberta, June 1975.
Clark, B. R. The cooling-out function in higher education. American Journal of Sociology, 1960, 65, 567-576.
Felker, D. W. Building positive self-concepts. Minneapolis: Burgess Publishing Company, 1974.
Gilbert, S. The selection of educational aspirations. In R. A. Carlton, L. Colley & N. J. MacKinnon (Eds.), Education, change and society. Toronto: Gage Educational Publishing, 1977.
Gilbert, S., & McRoberts, H. A. Academic stratification and education plans: A reassessment. Canadian Review of Sociology and Anthropology, 1977, 14, 1.
Guskin, A. E., & Guskin, S. L. A social psychology of education. Don Mills: Addison-Wesley Publishing Company, 1970.
Hall, Justice E. M., & Dennis, L. A., et al, Living and learning. Report of the Provincial Committee on Aims and Objectives. Toronto: Newton Publishing Company, 1968.
Hall, O., & Carlton, R. A. Basic skills at school and work. Toronto: The Ontario Economic Council, 1977.
Labenne, W. D., & Greene, B. I. Educational implications of self-concept theory. California: Goodyear Publishing Company, 1969.
MacKinnon, N. J., & Anisef, P. Self-assessment in the educational attainment process. Forthcoming.
Marx, R. W., & Winne, P. H. Self-concept and achievement: implications for educational programs. Integrated Education, 1975, 13, 1.
Rosenthal, R., & Jacobson, L. Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. New York: Holt, Rinehart and Winston, 1968.
Singh, A. Self-concept of ability and school achievement. In R. A. Carlton, L. Colley, & N. J. MacKinnon (Eds.) Education, change and society. Toronto: Gage Educational Publishing Company, 1977.
White, W. L. Continuing education and academic self-concept. Unpublished master's thesis, University of Guelph, 1976.
Wilson, K. L., & Portes, A. The educational attainment process: Results from a national sample. American Journal of Sociology, 1975, 81, 2.
Wylie, R. C. The self-concept: A review of methodological considerations and measuring instruments (Rev. ed.). Omaha, Nebraska: University Nebraska Press, 1974.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons.
