{"id":131365,"date":"2020-08-11T18:34:32","date_gmt":"2020-08-11T22:34:32","guid":{"rendered":"https:\/\/fsc-ccf.ca\/references\/academic-resilience-what-schools-and-countries-do-to-help-disadvantaged-students-succeed-in-pisa-2\/"},"modified":"2020-08-11T18:34:32","modified_gmt":"2020-08-11T22:34:32","slug":"academic-resilience-what-schools-and-countries-do-to-help-disadvantaged-students-succeed-in-pisa-2","status":"publish","type":"reference","link":"https:\/\/fsc-ccf.ca\/fr\/references\/academic-resilience-what-schools-and-countries-do-to-help-disadvantaged-students-succeed-in-pisa-2\/","title":{"rendered":"Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA"},"content":{"rendered":"<p>La r\u00e9silience d\u00e9signe la capacit\u00e9 des individus \u00e0 prosp\u00e9rer en d\u00e9pit de rencontrer des circonstances d\u00e9favorables. Ce document d\u00e9finit la r\u00e9silience acad\u00e9mique comme la capacit\u00e9 des issus de milieux d\u00e9favoris\u00e9s \u00e9l\u00e8ves \u00e2g\u00e9s de 15 ans pour effectuer \u00e0 un certain niveau dans le Programme d&#8217;\u00e9valuation des \u00e9l\u00e8ves (PISA) en lecture, en math\u00e9matiques et en sciences qui leur permet de jouer un r\u00f4le actif dans leur les communaut\u00e9s et les pr\u00e9pare \u00e0 tirer le meilleur parti des possibilit\u00e9s d&#8217;apprentissage continu. \u00c0 partir des donn\u00e9es des plus r\u00e9cents cycles de PISA, ce papier explore l&#8217;\u00e9volution de la part des \u00e9tudiants r\u00e9silients au fil du temps (2006-2015); souligne l&#8217;importance des milieux scolaires et des ressources pour att\u00e9nuer le risque de faible rendement pour les \u00e9l\u00e8ves d\u00e9favoris\u00e9s; et identifie les facteurs de niveau scolaire qui sont associ\u00e9s \u00e0 la probabilit\u00e9 de r\u00e9silience scolaire chez les socio-\u00e9conomique des \u00e9l\u00e8ves d\u00e9favoris\u00e9s. R\u00e9v\u00e8lent que plusieurs analyses pays ont \u00e9t\u00e9 en mesure d&#8217;augmenter la part des \u00e9tudiants r\u00e9silients au fil du temps, ce qui refl\u00e8te l&#8217;am\u00e9lioration de la performance moyenne des \u00e9tudiants, ou une relation plus faible entre le statut socio-\u00e9conomique et la performance. Dans la grande majorit\u00e9 des syst\u00e8mes \u00e9ducatifs examin\u00e9s, la probabilit\u00e9 de r\u00e9silience scolaire chez les \u00e9l\u00e8ves d\u00e9favoris\u00e9s est plus faible dans les \u00e9coles o\u00f9 les \u00e9l\u00e8ves signalent un climat en classe n\u00e9gative. Le document conclut en explorant les politiques et les pratiques scolaires qui sont associ\u00e9s \u00e0 un climat positif en classe. Traduit a\u0300 l'aide de Google Translate<\/p>\n","protected":false},"excerpt":{"rendered":"<p>La r\u00e9silience d\u00e9signe la capacit\u00e9 des individus \u00e0 prosp\u00e9rer en d\u00e9pit de rencontrer des circonstances d\u00e9favorables. Ce document d\u00e9finit la r\u00e9silience acad\u00e9mique comme la capacit\u00e9 des issus de milieux d\u00e9favoris\u00e9s \u00e9l\u00e8ves \u00e2g\u00e9s de 15 ans pour effectuer \u00e0 un certain niveau dans le Programme d&#8217;\u00e9valuation des \u00e9l\u00e8ves (PISA) en lecture, en math\u00e9matiques et en sciences qui leur permet de jouer un r\u00f4le actif dans leur les communaut\u00e9s et les pr\u00e9pare \u00e0 tirer le meilleur parti des possibilit\u00e9s d&#8217;apprentissage continu. \u00c0 partir des donn\u00e9es des plus r\u00e9cents cycles de PISA, ce papier explore l&#8217;\u00e9volution de la part des \u00e9tudiants r\u00e9silients au fil du temps (2006-2015); souligne l&#8217;importance des milieux scolaires et des ressources pour att\u00e9nuer le risque de faible rendement pour les \u00e9l\u00e8ves d\u00e9favoris\u00e9s; et identifie les facteurs de niveau scolaire qui sont associ\u00e9s \u00e0 la probabilit\u00e9 de r\u00e9silience scolaire chez les socio-\u00e9conomique des \u00e9l\u00e8ves d\u00e9favoris\u00e9s. R\u00e9v\u00e8lent que plusieurs analyses pays ont \u00e9t\u00e9 en mesure d&#8217;augmenter la part des \u00e9tudiants r\u00e9silients au fil du temps, ce qui refl\u00e8te l&#8217;am\u00e9lioration de la performance moyenne des \u00e9tudiants, ou une relation plus faible entre le statut socio-\u00e9conomique et la performance. Dans la grande majorit\u00e9 des syst\u00e8mes \u00e9ducatifs examin\u00e9s, la probabilit\u00e9 de r\u00e9silience scolaire chez les \u00e9l\u00e8ves d\u00e9favoris\u00e9s est plus faible dans les \u00e9coles o\u00f9 les \u00e9l\u00e8ves signalent un climat en classe n\u00e9gative. Le document conclut en explorant les politiques et les pratiques scolaires qui sont associ\u00e9s \u00e0 un climat positif en classe. [googletranslate_fr]<\/p>\n","protected":false},"template":"","reference-tag":[],"reference-type":[436],"class_list":["post-131365","reference","type-reference","status-publish","hentry","reference-type-white-paper"],"acf":{"citation":"Agasisti, T., Avvisati, F., Borgonovi, F., and Longobardi, S. (2018). Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA. OECD Working Paper:167. Paris, France: OECD Publishing. Retrieved from http:\/\/dx.doi.org\/10.1787\/e22490ac-en.","authors":"Agasisti, T., Avvisati, F., Borgonovi, F., and Longobardi, S.","org":"Organisation for Economic Co-operation and Development (OECD)","year":"2018","title_fr":null,"editors_hidden":"","publication":"","publication_fr":null,"volume":"","issue":"","Series":"OECD Working Paper","SeriesNumber":"167","page_range":"1-40","publisher_city":"Paris","publisher_state":"France","publisher":"OECD Publishing","abstract_en":null,"abstract_fr":null,"keywords":"","paywall":"0","doi":"","isbn":"","url":"http:\/\/dx.doi.org\/10.1787\/e22490ac-en","url_fr":null,"url_amazon":"","TRACK":"0"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA - Future Skills Centre \u2022 Centre des Comp\u00e9tences futures<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/fsc-ccf.ca\/fr\/references\/academic-resilience-what-schools-and-countries-do-to-help-disadvantaged-students-succeed-in-pisa-2\/\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"1 minute\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/fsc-ccf.ca\\\/fr\\\/references\\\/academic-resilience-what-schools-and-countries-do-to-help-disadvantaged-students-succeed-in-pisa-2\\\/\",\"url\":\"https:\\\/\\\/fsc-ccf.ca\\\/fr\\\/references\\\/academic-resilience-what-schools-and-countries-do-to-help-disadvantaged-students-succeed-in-pisa-2\\\/\",\"name\":\"Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA - 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