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Many classroom management studies have documented teachers’ perspectives on their practices. However, the perspective of students, who witness these practices firsthand, has received relatively little attention. This research aimed to measure senior high school students’ perceptions of their teachers’ proactive and reactive classroom management practices, and to examine the contribution of personal (e.g., school experience) and environmental (e.g., grade level, school type, curriculum) variables. To achieve this, a quantitative research design was adopted and 278 students were recruited from four secondary schools to complete a self-reported online questionnaire. The results offer a novel perspective on the frequency of use of classroom management practices in Quebec high schools by presenting a portrait that is more preventive than reactive. They also highlight the major contribution of the quality of students’ school experience. The results also allow for the identification of avenues for intervention and research.

Keywords: classroom management practices, pratiques de gestion de classe, student perceptions, perceptions des élèves, fréquence d’utilisation, frequency, écoles secondaires, secondary school, classes ordinaires, mainstream classroom, expérience scolaire globale, school experience

Kindergartens have several specific features compared to elementary schools, such as the central role they play in student socialization, the presence of an additional actor in the classroom, and their distinct learning methods. These specific features mean that kindergarten can be seen as a field of investigation in its own right, different from elementary school. However, the field of kindergarten remains underinvestigated, particularly in the context of gender studies. The aim of this article is to examine and report on the interactions in mathematics between the teacher and his or her students in kindergarten based on the student’s gender, while also considering teachers’ representations of mathematical learning, also according to the gender of the students. A total of 175 half-day observations of 35 kindergarten teachers were conducted, and an interview coupled with a task (Cukrowicz, 2006) was conducted with each professional. While certain differences are more prominent in mathematics than in the general classroom context, this is not true for all types of interaction. Teachers’ representations of mathematics learning also appear to differ based on the student’s gender.

Keywords: genre, gender, mathematics, mathématiques, kindergarten, école maternelle, interaction, interaction

Mastering referencing skills is essential in higher education, yet many students struggle despite having access to digital tools and guides. This lack of training stems in part from the absence of explicit teaching or support at the university level. This study explores students’ expectations regarding bibliographic styles and the resources they turn to when facing difficulties, taking various demographic factors into account. Findings show that students acknowledge the importance of proper referencing and are eager to improve their skills, but face practical challenges in applying citation styles. They frequently seek help from peers and instructors. It would be beneficial to incorporate more hands-on training and make library resources more visible. Although digital tools such as AI, Zotero, and Mendeley exist, future research could assess their actual impact on students’ learning of citation styles beyond their mere use.

Keywords: styles bibliographiques, ⁠⁠⁠⁠⁠⁠⁠bibliographic styles, expectations, attentes, learning, apprentissage, ressources, resources, étudiants universitaires, university students

Before the modernization of agriculture and slaughtering processes in Quebec, the value of animal hides from livestock was enhanced through tanning to produce various types of leather. This industry has since declined, resulting in the rendering of many slaughterhouse hides. While this process allows for terminal value enhancement, it falls short of the ecological and economic potential of hides in the leather and biomaterial sectors. This article is a descriptive analysis of the evolution of hide value enhancement practices in Quebec, based on historical and governmental sources. Furthermore, it discusses innovation perspectives in this field, including eco-responsible tanning processes, evolution of the agricultural production method, and alternate leather products. From a circular economy perspective, where resource optimization at every stage of the life cycle is essential, hides from Quebec slaughterhouses appear to remain underused.

Keywords: Abattoirs, Slaughterhouses, gisement de peaux, hide and skin deposit, tanneries, tanneries

Keywords: stratégie d’enseignement, classification, taxonomie, typologie, revue intégrative

Keywords: transactions, ajustements, contrat, didactique comparée, action conjointe

Keywords: orthographe lexicale, personnes adolescentes, français

Proposed by Hume and Hegel, before being used by Honneth, democratic ethicity aims to lay the ethical foundations of a common social language. It overlaps with the Rawlsian concept of thoughtful balance, which invites us to welcome any point of view that could enhance those on which we rely, and the notion of ethanalysis, which invites us to develop an epistemology of common sense that promotes the construction of shared social representations, allowing the emergence of a critical dialogic perspective. It is from this framework that we will mobilize different interpretations of the concept of social representation to establish the foundations of a real critical authenticity aimed at protecting us against ideological discourses and the manipulation of knowledge and information.

Keywords: représentations sociales, representaciones sociales, social representations, ethanalyse, ethanalysis, etanálisis, propaganda, propaganda, propagande, pensamiento crítico, critical thinking, pensée critique, authenticité critique, critical authenticity, autenticidad crítica

Parents’ temperaments are assumed to be involved in their parenting behaviors, but empirical evidence is limited. Using self-determination theory (SDT) as a guiding framework, this study examined the associations between parents’ approach and avoidance temperaments and parenting behaviors over a 7 month period. Children’s manifestations of inattention and prosociality were explored as moderators. A sample of 101 parents (79% mothers) with a child in Grade 4 or Grade 6 participated in this study. Findings indicate that approach temperament positively predicted autonomy-supportive and structuring behaviors, while avoidance temperament positively predicted controlling behaviors. Distinct association patterns were also observed for involvement and structure depending on the children’s behavioral characteristics: approach-oriented parents were more likely to engage in structuring behaviors with low prosocial and highly inattentive children. Moreover, avoidance-oriented parents, although less likely overall to employ structuring behaviors, were also more prone to adopt those behaviors when engaging with low prosocial children. Results suggest that SDT-based parenting responses (autonomy support, structure, involvement) as well as controlling responses to children’s behaviors may be driven by parents’ approach and avoidance dispositions. Implications for theory, research, and the prevention of negative parenting behaviors are presented.

Keywords: parent temperament, parenting behaviors, child behaviors, self-determination theory

The links between climate change, emotional regulation, and mental health are now an emerging field of research in neuroscience. The environmental challenges associated with the ecological crisis are unprecedented and particularly affect adolescents and young adults: more than 70% of Canadians in this age group report feeling eco-anxiety, a combination of fear and distress about environmental degradation. Although this reaction is natural and adaptive, its persistence can contribute to the onset of mental disorders, making it a major public health issue. Analysis of the literature highlights the neurobiological and psychological foundations of emotions, the importance of regulating them, and the role of neuroplasticity, which can be reinforced by meditation, contact with nature, or sensory experiences. Art, particularly when it mobilizes visual, auditory, and multisensory stimuli, appears to be a key lever for transformation, especially through projects rooted in the local area that nurture a connection to living things and emotional resonance. The perception and impact of eco-anxiety also vary according to cultural and generational contexts. Indigenous peoples, who have a deep connection to nature, are strongly affected by it, while older people, who are often more experienced in emotional management, sometimes express feelings of guilt towards future generations. All of these facts call for decolonized, intergenerational approaches that are co-constructed with communities, combining neuroscience and artistic practices, immersive experiences, and hopeful narratives in order to transform climate distress into constructive engagement.

Keywords: eco-anxiety, écoanxiété, resilience, neuroscience, art, neurosciences, art, résilience, climate change, changement climatique