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SummaryParadoxically, if the ideal of communication has been one of the most important generator as well as a major by-product of the United States' history, as American media get more and more sophisticated and spued over the world, such an ideal is thrown away, joepardized, denounced, and sometimes, hijacked by Third World countries in order to fulfill their own ideological purposes. In industrialized as well as rapidly developing societies in Europe and Asia, this American ideology of communication is astutely salvaged as contextual information for decision making by strategists involved against the United States on the international economic scene.

This article discusses the patterned differences among immigrant groups in their forms of entry and labour market incorporation. The view advanced here revolves around the concepts of different modes of structural incorporation and of the immigrant enclave as one of them. These concepts are set in explicit opposition to two previous viewpoints on the adaptation process generally identified as assimilation theory and the segmented labour markets approach.This discussion then, represents a significant advance from earlier undifferentiated descriptions of the adaptation process. The typology presented here however, constitutes a provisional effort. Just as detailed research on the conditions of particular minorities has replaced earlier broad generalizations, the propositions advanced here will require revision. New groups arriving in the United States at present and a revived interest on immigration should provide the required incentive for empirical studies and theoretical advances in the future.

This article examines the development of teacher leadership through the Teacher-Led Learning Circles project, a professional learning and research initiative across seven countries: Brazil, Côte d’Ivoire, Ghana, Malaysia, South Korea, Switzerland, and Uruguay. Through targeted professional development over one academic year, the project advanced non-positional teacher leadership and confidence in four core formative assessment strategies as well as the embedded use of these strategies by teachers. Data were collected through multiple sources, including a teacher pre-survey (n = 171), a teacher post-survey (n = 121), a teacher codification framework questionnaire (n = 113), a local facilitator questionnaire (n = 27), a local union representative questionnaire (n = 10), a national researcher questionnaire (n = 7), and seven country profiles. Findings show that when teachers are supported, their influence grows, and formative assessment practices become more embedded and confident, highlighting the potential of teacher-led professional development for sustainable educational improvement.

Keywords: apprentissage des enseignants, teacher learning, professional learning, apprentissage professionnel, professional development, développement professionnel, teacher leadership, leadership des enseignants, leadership, leadership, assessment for learning, évaluation pour l’apprentissage, évaluation formative, formative assessment

Despite notable progress in access to higher education in Quebec, there are still limitations for certain social groups. Research among 96 college students provided an opportunity to further understand their views on the relationship with school as well as the academic career of their parents’. Results showed five types of ties upheld by the students’ parents in regard to school (indifferent, utilitarian, lucid, protective and authoritarian), whether these variables present themselves alone or intertwined with each other. Also, most students take a positive regard on the academic career of their parents, which is fairly divided according to the educational attainment of thus of their parents’ and marked by a form of compassion and comprehension. The discussion addresses the persistence of the influence of the family environment on the educational path of young people in CEGEP.

Keywords: cégep, college, jeunes, parents, parents, academic career, rapport aux études, sociology of youth, sociology of education, parcours scolaire, sociologie de la jeunesse, sociologie de l’éducation