Vol. 32 No. 3 (2010): PISA-Fächer im Fokus der Bildungsforschung

Published: 2010-12-01

Editorial

• Les contenus disciplinaires de PISA sous la loupe de la recherche: le point en sciences naturelles et en lecture

  Sandrine Aeby Daghé, Peter Labudde

  359-370

  • pdf (Français)

Thematic contribution

• Analyzing, modeling and rethinking natural science instruction

  Peter Labudde

  371-392

  • pdf (Deutsch)

• Science instruction in secondary compulsory education of French-speaking Switzerland with respect to international inquiries on youth scientific culture

  Laura Weiss

  393-420

  • pdf (Français)

• Natural sciences in secondary education : A look at the canton of Zürich and at Switzerland

  Susanne Metzger

  421-444

  • pdf (Deutsch)

• Reading instruction and its development according to the PISA study: Conceptions and practices within the strained relationship between competency orientation and enculturation

  Andrea Bertschi-Kaufmann

  445-466

  • pdf (Deutsch)

• Reading instruction in Geneva: What is taught? What is assessed?

  Sandrine Aeby Daghé

  467-488

  • pdf (Français)

Varia

• Reading in a foreign language in the classroom: what kind of reading strategies for which text genre?

  Marianne Jacquin

  489-510

  • pdf (Français)

• The rich get richer and the poor get poorer? Matthew effects and achievement differences in support programmes

  Margrit Stamm

  511-532

  • pdf (Deutsch)

Review

• Vandewalle, B. (2008). Kierkegaard. Éducation et subjectivité.

  Dominic Desroches

  • pdf (Français)

• Auger, M-T. & Boucharlat, C. (2004). Elèves «difficiles» profs en difficulté. Lyon: Chronique Sociale (5e édition).

  Philippe Genoud

  • pdf (Français)

• Canelas-Trevisi, Sandra (2009). La grammaire enseignée en classe. Le sens des objets et des manipulations.

  Aline Graff Gavillet

  • pdf (Français)