000			01284cam a2200157 4500500
005			20251026003118.0
041			_afre
042			_adc
100	1	0	_aLehoux, Erwan _eauthor
245	0	0	_aAn analysis of school dynamics. The case of high school guidance counselling
260			_c2025.
500			_a8
520			_aConsidering guidance as the result of a personal choice, based on a pre-constructed project, several successive programmes have been implemented in France since the mid-1990s to inform and support pupils. Since 2018, secondary school pupils should benefit from specific hours dedicated to guidance each year. This Article highlights how this measure is implemented differently not only between schools, but also within a same school. It shows the importance of having a multi-scalar analysis to explain these differences, from the territorial level down to more local configurations within schools (teaching teams, multi-disciplinary teams, etc.). Without limiting itself to a study of school policies, this Article calls for a broader study of school dynamics.
786	0		_nÉducation et sociétés | 54 | 2 | 2025-08-25 | p. 91-114 | 1373-847X
856	4	1	_uhttps://shs.cairn.info/journal-education-et-societes-2025-2-page-91?lang=en&redirect-ssocas=7080
999			_c1559061 _d1559061