Demonstrating excellence in education. Analysis of the reports submitted to the public consultation on the creation in Quebec of a National Institute for Excellence in Education (notice n° 478131)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 02106cam a2200193 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121065409.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Lessard, Claude |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Demonstrating excellence in education. Analysis of the reports submitted to the public consultation on the creation in Quebec of a National Institute for Excellence in Education |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 44 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This Article looks at the positions of Quebecer organisations, groups and actors in the field of knowledge transfer: what are their interests, ideas and values in relation to the production of knowledge, its transfer/mobilisation in professional action and its appropriation by frontline actors? It analyses the reports submitted by these actors to the working group in charge of the public consultation on the creation of a National Institute for Excellence in Education (INEE)—modelled on its medical equivalent, the National Institute for Excellence in Health and Social Services—and focused on the use of evidence-based education.Social field theory is used to analyse this debate. All the categories of actors share an equal assessment of the transfer of quality research and claim a role regulating teaching practices, testifying to a strong investment in the field. However, the groups of actors adopt divergent positions on the quality of research and the ways in which teaching practices are regulated. The results suggest that the INEE project should be seen in the context of results-based management, which has been understood by some of the actors. This project contributes to the institutionalisation of reflective accountability, which is typical of Quebec, combining external mechanisms and the internal dispositions of actors. |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Doray, Pierre |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Saussez, Frédéric |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Delavictoire, Quentin |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Education et sociétés | o 51 | 1 | 2024-02-06 | p. 145-166 | 1373-847X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-education-et-societes-2024-1-page-145?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-education-et-societes-2024-1-page-145?lang=en&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux