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It is well documented that parental involvement in school has an impact on the school adjustment of the student. This study aims to determine to what extent parental involvement is positively associated with the performance and school engagement of students from immigrant backgrounds. The data were collected in five elementary schools located in disadvantaged areas of Montreal. A total of 296 students as well as their parents and their teachers participated in this longitudinal study. As the immigrant population is a heterogeneous group, we examined the differential association between parental involvement and school adjustment of students from three subgroups defined according to the region of birth of the parent (Canada, North Africa and the Caribbean). The results from the multi-group path analysis suggest that parents who are born in the Caribbean are different from the two other groups in that their frequent discussions about the school and homework supervision is associated with their child's lower academic achievement.

Keywords: réussite éducative, immigration, école primaire, implication parentale, collaboration école-famille, school achievement, immigration, elementary school, parental involvement, family-school partnership, éxito educativo, emigración, escuela primaria, implicación parental, colaboración escuela-familia

SummaryThis article presents an innovation regarding the introduction of an experiential knowledge recognition mechanism (RA) granting credits in a master's degree program in college education. This innovation, applied within a research development approach, has two parts : 1) conception and experimentation of a method for training and assisting teachers in writing a portfolio supporting an experiential knowledge request and 2) conception and experimentation of a process and of tools for the recognition of experiential knowledge in college education. This article introduces the two parts : context, goals, experimentation and achieved results (material produced and participant evaluation).

Keywords: enseignement collégial, formation d'enseignants, acquis expérientiels, portfolio professionnel, recherche développement., College education, teacher training, experiential knowledge, professional portfolio, research development, enseñanza colegial, formación docente, competencias experienciales, portafolio profesional, investigación y desarrollo

This study is a narrative literature review resulting from a scientific mediation synthesis on digital inequalities in education, with the aim of (1) extending our first synthesis with the following questions: what are the avenues for research? and what are the heuristic concepts? and (2) reflecting on the links between scientific research and mediation. Our theoretical anchoring is at the crossroads of the sociocritical approach to educational digital uses, didactics, and scientific mediation. Our corpus, the inclusion criteria of which are made explicit, is composed of 80 studies from European and North American works published between 2002 and 2022. In response to our questions, this study brings to light a number of issues that are still in progress – a mapping of inequalities in teacher use that need to be completed, links with educational pathways that need to be clarified, design biases that need to be examined, and notions of participation in (or exclusion from) digital environments that need to be explored – and heuristically fruitful concepts, as well as for practice, such as digital capital and literacy.

Keywords: inégalité, literature review, revue de littérature, inequality, médiation scientifique, scientific mediation, numérique, digital technologies, éducation, education

This paper explores the most efficient teaching context to learn words’ visual aspects and by second-grade French-speaking children, including those with special needs. Students came from six classrooms and each classroom was randomly assigned to the control group or to one of two experimental interventions (TFS: explicit teaching of semantic and formal properties of words; TF: explicit teaching of formal properties of words). For students without difficulties, the experimental interventions have contributed equally to the learning of the words’ visual aspect, whereas no progress was observed for the control group. For students with special needs, only the intervention that combined explicit instruction of semantic and formal properties lead to significant progress. These results suggest that explicit instruction should focus on the semantic and formal properties of words, especially for students with special needs.

Keywords: spelling, elementary teaching, orthographic knowledge, French first language, Students with special needs, explicit instruction

AbstractThis article reports on an experiment in which German students of French translated a German text into French using a thinking-aloud protocol. The goal of the experiment was to collect data on the translation process as it actually occurs. Using a set of previously determined parameters, the authors analyze the data. Their findings are seen as contributing to a theory of the translation process itself and whose objective is translation not as it should take place, but as it actually takes place.

We propose to characterize the organization of the French digital university, examining its processes of manufacture, operation and governance by interrogating the concept of rhizome, developed in 1980 by Deleuze and Guattari. By French digital university, we mean the digital technologies that underpin the operation and management of higher education. This article aims to describe the various organizational forms observed (associations, public interest groups, consortiums, public institutions ...), as well as their interactions, adopting a categorical approach in a bid to make this deeply organic organization intelligible as it develops discretely through the interaction of the actors who make it up. The analysis of this dynamic allows us to grasp the complexity of the French university digital ecosystem and to understand how the players involved collaborate, interact and influence the evolution of the system, thus forming a form of new governance. Using interviews conducted over the past two years and information gathered formally and informally, we examine the mechanisms of this ecosystem, highlighting the modes of action of the various players, including universities, technology companies and public bodies. This approach offers a rhizomic perspective on the evolution of digital technology in French higher education.

Keywords: organización rizómica, organisation rhizomique, rhizomic organization, universidad digital, numérique universitaire, digital university, gouvernance publique, public governance, gobernanza pública, university, universidad, université, digital mutations dynamics, dinámica de las mutaciones digitales, dynamique des mutations numériques

With research pointing to increased levels of stress and work demands on school leaders, attention has turned to examining the factors that contribute to their well-being. Studies have also shown that many school administrators not just survive but also thrive in their work and succeed despite work-related challenges. Furthermore, some principals experience flourishing at work, which is characterized by optimal functioning, feeling good, and achieving a balanced life. Our study examined the sense of flourishing of the national award-winning principals in the Canada’s Outstanding Principals program, which recognized outstanding contributions of principals in publicly funded schools. In this article, we describe the participants’ perceptions in relation to the following constructs in the overall flourishing: flow, thriving, resilience, and grit. This study highlights the conditions, behaviours, mindsets, and characteristics that are critical for the well-being of school administrators.

Keywords: flourishing, flow, thriving, resilience, grit, well-being, Canada's Outstanding Principals