Conseil supérieur de l'éducation
 
RESULTS OF THE SURVEY on Abridged Versions of Briefs

In spring 2001, for the first time, the Conseil supérieur de l’éducation sent out abridged versions of two of its briefs: Les élèves en difficulté de comportement à l’école primaire. Comprendre, prévenir, intervenir et Aménager le temps autrement. Une responsabilité de l’école secondaire.1

The Conseil wanted to gauge the reception of this new format in the education community and to determine whether the publication of an abridged version of a brief could increase the number of readers and favour the assimilation of its content.

Depending on the brief studied, the survey questionnaires could be sent to school administrations, directors of educational or instructional services, special education coordinators, teachers and non-teaching professionals. Nearly 800 questionnaires were sent to 63 school boards, 138 elementary schools and 124 secondary schools. Forty percent of those who received questionnaires answered them.

Results common to both briefs

Generally speaking, the respondents are familiar with the publications of the Conseil. They are less familiar with the abridged versions, which is hardly surprising given that the Conseil has only recently started publishing abridged versions. It is also interesting to note that in all categories of respondents, virtually all those who had received the abridged version of a brief indicated that they wanted to continue to receive that version. Those who had only seen the full version were rather less inclined to want to continue to receive that version. This phenomenon was especially marked among teachers.

Other observations

In order to evaluate the reception of the abridged version, we also looked at the way in which information circulates in the schools. The following are some of the main points that emerged in this connection.

  • More than eight out of ten school principals made one or the other of the Conseil’s briefs and its abridged version available in the school by placing them in the library or the teachers’ room.
  • One out of two school administrations explicitly informed its personnel that the brief had been released, and one in five described the actual content of the brief to their personnel.
  • In general, respondents read only part of a brief and prefer print versions over electronic versions.

Conclusion

In publishing an abridged version, the Conseil supérieur de l’éducation hoped to reach more readers in the schools and school boards and thus to increase the impact of its work. The results of this survey indicate that an abridged version is indeed a step in this direction.

On the basis of these findings, the Conseil has decided to continue producing an abridged version of its briefs and to ask all those who receive the abridged version to familiarize their personnel with it. The Conseil wishes to thank all those who participated in this survey.

1. The English version is always an abridged version. The English titles of these briefs were: "Students with Behavioural Difficulties in Elementary School. Understanding, Prevention, Action: An Abridged Version", and "Organizing Academic Time Differently: A Responsibility of Secondary Schools".

Panorama • Volume 7, Number 1 • February 2002

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image représentant le théme de la Accès à la trousse : Pour une école riche de tous ses élèves